Illinois Standards Aligned Instruction for Libraries

Transcription

1 Illinois Standards Aligned Instruction for Libraries

2 Permissions and Acknowledgements Permission has been obtained from the following organizations to use their materials in this document: Iowa City Community School District American Association of School Librarians (AASL) Illinois State Board of Education (ISBE) and Guided by NETS for Students: National Educational Technology Standards for Students, Second Edition, 2007, ISTE (International Society for Technology in Education), All rights reserved. Permission to use, reproduce, and distribute this document in its entirety is hereby granted for private, non-commercial and educational purposes only. For any use of this material outside of the I-SAIL framework, permission must be obtained individually from each of these organizations. The Illinois School Library Media Association (ISLMA) would like to express its appreciation to the following groups and individuals in assisting with the design and development of this project: The Alliance Library System (ALS) ALS Focus Group ISLMA Standards Committee consisting of: Becky Robinson, Chair Angie Green, Christy Semande, Connie Amon, Dorsey Chambers, Kristen Considine John Moranski, Daniel Russo Last Updated 10/28/2009 I-SAIL 2

3 Table of Contents: Section 1- I-SAIL Purpose Page 4 Vision Page 4 History Page 4 I-SAIL Standards Page 5 Grades K-2 Curriculum Pages 6-22 Grades 3-5 Curriculum Pages Grades 6-8 Curriculum Pages Grades 9-12 Curriculum Pages WIKI Resources Page 105 Section 2- I-SAIL Technology Version A Note on the Purpose and Use of the Technology Related Version Page 108 Grades K-2 Technology Curriculum Pages Grades 3-5 Technology Curriculum Pages Grades 6-8 Technology Curriculum Pages Grades 9-12 Technology Curriculum Pages Last Updated 10/28/2009 I-SAIL 3

4 Purpose: To empower, educate, and encourage school library media specialists to utilize this tool to teach information literacy skills to their students; thereby preparing the students for college and an information fluent society. Vision: It is the vision of the ISLMA Standards Committee that this curriculum would also be used to aid in demonstrating the cross-curricular value of school libraries. If used properly, this curriculum along with collaboration of other classroom teachers will provide the data many administrators use for decision-making. History: Annually, the Alliance Library System consulting staff conducts site visits at each of the member libraries. In 2007 one trend noticed by the staff was the need for an information literacy or library skills curriculum aligned with the Illinois Learning Standards and the new American Association for School Librarians (AASL) standards. In January 2008 a focus group researched sample curricula and drafted the format of the final tool. In August 2008 the Alliance Library System staff, with the help of member librarians, published the first version in CD format and as a wiki online. In October 2008 the curriculum was presented to the Illinois School Library Media Association (ISLMA) for adoption as a statewide model. Last Updated 10/28/2009 I-SAIL 4

5 I-SAIL Standards Standard 1: Accesses information efficiently and effectively to inquire, think critically, and gain knowledge Recognizes the need for information Formulates questions based on information needs Identifies a variety of potential sources of information Develops and uses successful strategies for locating information Seeks information from diverse sources, contexts, disciplines and cultures Standard 3: Uses information accurately, creatively, and ethically to share knowledge and participate ethically and productively as members of our democratic society Organizes information for practical application Integrates new information into one's own knowledge Produces and communicates information and ideas in appropriate formats Devises strategies for revising and improving process and product Practices ethical behavior in regard to information and information technology (including freedom of speech, censorship, copyright and plagiarism) Standard 5: Understands and practices Internet safety when using any social electronic media for educational or leisure purposes. Practices strategies that promote personal safety and protect online and offline reputation Recognizes a variety of networked environments as public places that are governed by codes of behavior Knows how to protect electronic devices from harm in an online environment Standard 2: Evaluates information critically and competently to draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge Determines accuracy, relevance, and comprehensiveness Distinguishes among fact, point of view, and opinion Identifies inaccurate and misleading information Selects information appropriate to the problem or question at hand Standard 4: Appreciates literature and other creative expressions of information and pursues information related to personal interests and aesthetic growth Is a competent and self-motivated reader Develops a background in types of literature and literary elements Derives meaning from information presented creatively in a variety of formats Seeks information related to personal well-being, such as career interests, community involvement, health matters, and recreational pursuits Designs, develops and evaluates information products and solutions related to personal interests

6 Standards for Grades K-2 Last Updated 10/28/2009 I-SAIL 6

7 Grades K-2: Standard 1: Accesses information efficiently and effectively to inquire, think critically, and gain knowledge. Recognizes the need for information Formulates questions based on information needs Identifies a variety of potential sources of information Develops and uses successful strategies for locating information Seeks information from diverse sources, contexts, disciplines and cultures LIBRARY BENCHMARKS OBJECTIVES ILLINOIS STATE LEARNING STANDARDS AASL STANDARDS FOR THE 21ST CENTURY LEARNER A. Understands basic organizational pattern of library B. Locates parts of a book 1. Defines difference between fiction and nonfiction 2. Recognizes call number and begins to understand grouping of materials by call number 3. Asks a question about finding a book 4. Identifies author, title, title page, illustrator, cover, spine English 1.B.1b Identify genres (forms and purposes) of fiction, nonfiction, poetry and electronic literary forms. 1.C.1c Make comparisons across reading selections 1.C.1e Identify how authors and illustrators express their ideas in text and graphics (e.g., dialogue, conflict, shape, color, characters) 2.A.1b Classify literary works as fiction or nonfiction. Math 6.A.1a Identify whole numbers and compare them using the symbols <, >, or = and the words less than, greater than, or equal to, applying counting, grouping and place value concepts 9.B.1a Identify and describe characteristics, similarities and differences of geometric shapes 9.B.1b Sort, classify and compare familiar shapes 10.B.1a Formulate questions of interest and design surveys or experiments to gather data Use prior and background knowledge as context for new learning Develop and refine a range of questions to frame the search for new understanding Find, evaluate, and select appropriate sources to answer questions Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts Demonstrate confidence and self-direction by making independent choices in the selection of resources and information Demonstrate creativity by using multiple resources and formats Display persistence by continuing to pursue information to gain a broad perspective Use interaction with and feedback from teachers and peers to guide own inquiry process Seek appropriate help when it is needed. Last Updated 10/28/2009 I-SAIL 7

8 Science 11.A.1a Describe an observed event 11.A.1b Develop questions on scientific topics 11.A.1c Collect data for investigations using measuring instruments and technologies 13.A.1c Explain how knowledge can be gained by careful observation Social Sciences 16.A.1b Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources) 17.A.1b Identify the characteristics and purposes of geographic representations including maps, globes, graphs, photographs, software, digital images and be able to locate specific places using each Last Updated 10/28/2009 I-SAIL 8

9 Grades K-2: Standard 2: Evaluates information critically and competently to draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge Determines accuracy, relevance, and comprehensiveness Distinguishes among fact, point of view, and opinion Identifies inaccurate and misleading information Selects information appropriate to the problem or question at hand LIBRARY BENCHMARKS OBJECTIVES ILLINOIS STATE LEARNING STANDARDS AASL STANDARDS FOR THE 21ST CENTURY LEARNER A. Differentiates between fact and fiction B. Identifies appropriate sources of information C. Finds facts to answers in more than one source. 1. Uses headings, subheadings, table of contents, index 2. Identifies the appropriate use of reference materials, e.g. print and/or non-print encyclopedia, atlas, nonfiction book, website, etc Identifies the names of sources used. 4. Organizes information into different forms 5. Draw a conclusion about the main idea 6. Create individual or collaborative projects to share with others English 5.A.1a Identify questions and gather information 5.A.1b Locate information using a variety of resources 5.B.1b Cite sources used 5.C.1a Write letters, reports and stories based on acquired information 5.C.1b Use print, non-print, human and technological resources to acquire and use information Math 6.C.1b Show evidence that whole number computational results are correct and/or that estimates are reasonable 7.A.1b Measure units of time using appropriate instruments (e.g., calendars, clocks, watches both analog and digital) 7.B.1a Given a problem, describe possible methods for estimating a given measure 8.A.1a Identify, describe and extend simple geometric and numeric patterns 8.C.1 Describe the basic arithmetic operations (addition, subtraction, multiplication, division) orally, in writing and using concrete materials and drawings 8.D.1 Find the unknown numbers in whole Organize knowledge so that it is useful Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems Use the writing process, media and visual literacy, and technology skills to create products that express new understandings Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence Demonstrate personal productivity by completing products to express learning Connect understanding to the real world Consider diverse and global perspectives in drawing conclusions Determine how to act on information (accept, reject, modify) Develop directions for future investigations Access the process by which learning was achieved in order to revise strategies and learn more effectively in the future Last Updated 10/28/2009 I-SAIL 9

10 number addition, subtraction, multiplication and division situations 9.C.1 Draw logical conclusions and communicate reasoning about simple geometric figures and patterns using concrete materials, diagrams and contemporary technology 10.A.1b Answer questions and make predictions based on given data 10.B.1c Analyze data, draw conclusions and communicate the results 10.C.1a Describe the concept of probability in relationship to likelihood and chance Science 11.A.1a Describe an observed event 11.A.1d Record and store data using available technologies 11.A.1e Arrange data into logical patterns and describe the patterns 11.A.1f Compare observations of individual and group results 11.B.1a Given a simple design problem, formulate possible solutions 11.B.1b Design a device that will be useful in solving the problem 11.B.1c Build the device using the materials and tools provided 11.B.1d Test the device and record results using given instruments, techniques and measurement methods 11.B.1e Report the design of the device, the test process and the results in solving a given problem 12.A.1a Identify and describe the component parts of living things (e.g., birds have feathers; people have bones, blood, hair, skin) and their major functions 12.A.1b Categorize living organisms using a variety of observable features (e.g., size, color, shape, backbone) 12.B.1a Describe and compare characteristics of living things in relationship to their environments Last Updated 10/28/2009 I-SAIL 10

11 12.B.1b Describe how living things depend on one another for survival 12.C.1a Identify and compare sources of energy (e.g., batteries, the sun) 12.C.1b Compare large-scale physical properties of matter (e.g., size, shape, color, texture, odor) 12.D.1a Identify examples of motion (e.g., moving in a straight line, vibrating, rotating) 12.D.1b Identify observable forces in nature (e.g., pushes, pulls, gravity, magnetism) 12.E.1a Identify components and describe diverse features of the Earth s land, water and atmospheric systems 12.E.1b Identify and describe patterns of weather and seasonal change 12.E.1c Identify renewable and nonrenewable natural resources 12.F.1a Identify and describe characteristics of the sun, Earth and moon as familiar objects in the solar system 12.F.1b Identify daily, seasonal and annual patterns related to the Earth s rotation and revolution 13.A.1b Explain why similar results are expected when procedures are done the same way 13.A.1c Explain how knowledge can be gained by careful observation 13.B.1a Explain the uses of common scientific instruments (e.g., ruler, thermometer, balance, probe, computer) 13.B.1b Explain how using measuring tools improves the accuracy of estimates 13.B.1c Describe contributions men and women have made to science and technology 13.B.1d Identify and describe ways that science and technology affect people s everyday lives (e.g., transportation, medicine, agriculture, sanitation, communication occupations) 13.B.1e Demonstrate ways to reduce, reuse and recycle materials Last Updated 10/28/2009 I-SAIL 11

12 Social Sciences 16.A.1a Explain the difference between past, present and future time; place themselves in time 16.A.1b Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources) 16.A.1c Describe how people in different times and places viewed the world in different ways 16.E.1 (W) Describe how the local environment has changed Physical Development and Health 21.B.1 Work cooperatively with another to accomplish an assigned task 24.A.1b Identify positive verbal and nonverbal communication skills (e.g., body language, manners, listening) Last Updated 10/28/2009 I-SAIL 12

13 Grades K-2: Standard 3: Uses information accurately, creatively, and ethically to share knowledge and participate ethically and productively as members of our democratic society Organizes information for practical application Integrates new information into one's own knowledge Produces and communicates information and ideas in appropriate formats Devises strategies for revising and improving process and product Practices ethical behavior in regard to information and information technology (including freedom of speech, censorship, copyright and plagiarism) LIBRARY BENCHMARKS OBJECTIVES ILLINOIS STATE LEARNING STANDARDS AASL STANDARDS FOR THE 21ST CENTURY LEARNER A. Communicates results 1. Edits, formats, spell English Collaborate with others to broaden and of information search checks, saves, proofreads, 2.B.1a Respond to literary materials by deepen understanding. in format appropriate and prints original connecting them to their own experience Respect copyright/intellectual property for content documents using a word and communicate those responses to rights of creators and producers. B. Understands the need processor others Collaborate with others to exchange ideas, for citing sources of 2. Collaborates with other 3.A.1 Construct complete sentences which develop new understandings, make information students to solve demonstrate subject/verb agreement; decisions, and solve problems. (copyright) information problems appropriate capitalization and punctuation; Use the writing process, media and visual C. Observes Internet 3. Organizes information correct spelling of appropriate, highfrequency words; and appropriate use of products that express new understandings. literacy, and technology skills to create guidelines and using such techniques as protocols as defined graphic organizers, the eight parts of speech Demonstrate personal productivity by in the district s storyboarding or webbing 3.B.1a Use prewriting strategies to generate completing products to express learning. policies 4. Creates products using and organize ideas (e.g., focus on one topic; Use valid information and reasoned multimedia techniques organize writing to include a beginning, conclusions to make ethical decisions. 5. Presents the results of middle and end; use descriptive words Recognize new knowledge and information search in a when writing about people, places, things, understanding. new form events) Conclude an inquiry-based research 6. Presents, performs or 3.B.1b Demonstrate focus, organization, process by sharing new understandings and shares a product elaboration and integration in written reflecting on the learning. successfully compositions (e.g., short stories, letters, Participate and collaborate as members of 7. Evaluates projects essays, reports) a social and intellectual network of learners. 8. Recognizes the need for 3.C.1a Write for a variety of purposes including Use writing and speaking skills to citing sources and begins description, information, explanation, communicate new understandings to make simple persuasion and narration effectively. Last Updated 10/28/2009 I-SAIL 13

14 bibliographies 9. Respects different points of view and opinions 3.C.1b Create media compositions or productions which convey meaning visually for a variety of purposes 4.A.1b Ask questions and respond to questions from the teacher and from group members to improve comprehension 4.A.1d Use visually oriented and auditory based media 4.B.1a Present brief oral reports, using language and vocabulary appropriate to the message and audience (e.g., show and tell) 4.B.1b Participate in discussions around a common topic 5.A.1a Identify questions and gather information 5.A.1b Locate information using a variety of resources 5.B.1a Select and organize information from various sources for a specific purpose 5.B.1b Cite sources used 5.C.1a Write letters, reports and stories based on acquired information 5.C.1b Use print, non print, human and technological resources to acquire and use information Math 6.B.1 Solve one- and two-step problems with whole numbers using addition, subtraction, multiplication and division 7.A.1b Measure units of time using appropriate instruments (e.g., calendars, clocks, watches both analog and digital) 7.B.1b Compare estimated measures to actual measures taken with appropriate measuring instruments 7.C.1 Determine perimeter and area using concrete materials (e.g., geoboards, square tiles, grids, measurement instruments) 8.A.1b Solve simple number sentences (e.g., 2 + = 5) 8.B.1 Solve problems involving pattern identification and completion of patterns 10.A.1a Organize and display data using Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess Connect learning to community issues Use information and technology ethically and responsibly Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions Demonstrate teamwork by working productively with others Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community Respect the differing interests and experiences of others, and seek a variety of viewpoints Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern Create products that apply to authentic, real-world contexts Contribute to the exchange of ideas within and beyond the learning community Use information and knowledge in the service of democratic values Assess the quality and effectiveness of the learning product Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints Organize personal knowledge in a way that can be called upon easily Participate in the social exchange of ideas, both electronically and in person Practice safe and ethical behaviors in Last Updated 10/28/2009 I-SAIL 14

15 pictures, tallies, tables, charts or bar graphs Science 11.A.1a Describe an observed event 11.A.1d Record and store data using available technologies 11.A.1e Arrange data into logical patterns and describe the patterns 11.A.1f Compare observations of individual and group results 11.B.1a Given a simple design problem, formulate possible solutions 11.B.1b Design a device that will be useful in solving the problem 11.B.1c Build the device using the materials and tools provided 11.B.1d Test the device and record results using given instruments, techniques and measurement methods 11.B.1e Report the design of the device, the test process and the results in solving a given problem 12.A.1a Identify and describe the component parts of living things (e.g., birds have feathers; people have bones, blood, hair, skin) and their major functions 12.A.1b Categorize living organisms using a variety of observable features (e.g., size, color, shape, backbone) 12.B.1a Describe and compare characteristics of living things in relationship to their environments 12.B.1b Describe how living things depend on one another for survival 12.C.1a Identify and compare sources of energy (e.g., batteries, the sun) 12.C.1b Compare large-scale physical properties of matter (e.g., size, shape, color, texture, odor) 12.D.1a Identify examples of motion (e.g., moving in a straight line, vibrating, rotating) 12.D.1b Identify observable forces in nature (e.g., pushes, pulls, gravity, magnetism) personal electronic communication and interaction Last Updated 10/28/2009 I-SAIL 15

16 12.E.1a Identify components and describe diverse features of the Earth s land, water and atmospheric systems. 12.E.1b Identify and describe patterns of weather and seasonal change 12.E.1c Identify renewable and nonrenewable natural resources 12.F.1a Identify and describe characteristics of the sun, Earth and moon as familiar objects in the solar system 12.F.1b Identify daily, seasonal and annual patterns related to the Earth s rotation and revolution 13.A.1a Use basic safety practices (e.g., not tasting materials without permission, stop/drop/roll ) 13.A.1b Explain why similar results are expected when procedures are done the same way 13.A.1c Explain how knowledge can be gained by careful observation 13.B.1a Explain the uses of common scientific instruments (e.g., ruler, thermometer, balance, probe, computer) 13.B.1b Explain how using measuring tools improves the accuracy of estimates 13.B.1c Describe contributions men and women have made to science and technology 13.B.1d Identify and describe ways that science and technology affect people s everyday lives (e.g., transportation, medicine, agriculture, sanitation, communication occupations) 13.B.1e Demonstrate ways to reduce, reuse and recycle materials Social Sciences 14.C.1 Identify concepts of responsible citizenship including respect for the law, patriotism, civility and working with others 14.F.1 Describe political ideas and traditions important to the development of the United States including democracy, individual Last Updated 10/28/2009 I-SAIL 16

17 rights and the concept of freedom 16.D.1 (US) Describe key figures and organizations (e.g., fraternal/civic organizations, public service groups, community leaders) in the social history of the local community 18.B.1a Compare the roles of individuals in group situations (e.g., student, committee member, employee/ employer) Physical Development and Health 22.B.1 Encourage and support others in making positive health choices (e.g., eating practices, cleanliness, safety practices) 22.C.1 Identify sources and causes of environmental health risks (e.g., air, soil, sun, water, noise, food, chemicals) 24.A.1a Differentiate between positive and negative behaviors (e.g., waiting your turn vs. pushing in line, honesty vs. lying) Social & Emotional Learning SEL- 3A: Consider ethical, safety, and societal factors in making decisions SEL-3B: Apply decision-making skills to deal responsibly with daily academic and social situations Last Updated 10/28/2009 I-SAIL 17

18 Grades K-2: Standard 4: Appreciates literature and other creative expressions of information and pursues information related to personal interests and aesthetic growth Is a competent and self- motivated reader Develops a background in types of literature and literary elements Derives meaning from information presented creatively in a variety of formats Seeks information related to personal well-being, such as career interests, community involvement, health matters, and recreational pursuits Designs, develops and evaluates information products and solutions related to personal interests LIBRARY BENCHMARKS OBJECTIVES ILLINOIS STATE LEARNING STANDARDS AASL STANDARDS FOR THE 21ST CENTURY LEARNER A. Uses both text and visuals to understand literature B. Selects a "Just Right" book independently for personal reading C. Distinguishes between different types and elements of literature D. Analyzes and understands information presented creatively in a variety of nontextual formats E. Seeks information related to personal interests F. Selects resources and materials based on interest, need and appropriateness 1. Applies guidelines for choosing a Just Right book during literature selection 2. Reads or listens to traditional world literature/folklore (nursery rhymes, fairy tales, pourqoui tales, trickster tales, fables, tall tales, legends, myths) 3. Reads or listens to types of fiction in picture book and novel format (realistic fiction, historical fiction, fantasy, science fiction) 4. Reads or listens to nonfiction (biography, information books, poetry) 5. Increases understanding of literary elements of plot, character, setting, theme, point of view 6. Increases understanding English 1.A.1b Comprehend unfamiliar words using context clues and prior knowledge; verify meanings with resource materials 1.B.1a Establish purposes for reading, make predictions, connect important ideas, and link text to previous experiences and knowledge 1.B.1b Identify genres (forms and purposes) of fiction, nonfiction, poetry and electronic literary forms 1.B.1c Continuously check and clarify for understanding (e.g., reread, read ahead, use visual and context clues, ask questions, retell, use meaningful substitutions) 1.B.1d Read age-appropriate material aloud with fluency and accuracy 1.C.1a Use information to form questions and verify predictions 1.C.1b Identify important themes and topics 1.C.1d Summarize content of reading material using text organization (e.g., story, sequence) 1.C.1c Make comparisons across reading selections 1.C.1e Identify how authors and illustrators Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn Read, view, and listen for pleasure and personal growth Read widely and fluently to make connections with self, the world, and previous reading : Respond to literature and creative expressions of ideas in various formats and genres : Seek information for personal learning in a variety of formats and genres : Connect ideas to own interests and previous knowledge and experience : Display curiosity by pursuing interests through multiple resources : Demonstrate motivation by seeking information to answer personal questions and interests, trying a variety of formats and genres, and displaying a willingness to go Last Updated 10/28/2009 I-SAIL 18

19 of literature by participating in discussion (opinions & responses, compare/contrast, inferences, predictions) 7. Reads or listens to a variety of authors and illustrators 8. Engages in an in-depth study of an author's and/or illustrator's body of work 9. Is acquainted with award-winning literature 10. Responds to literature by participating in a variety of activities such as storytelling, drama, puppetry, finger plays, songs, poetry, reader's theater or visual arts 11. Is introduced to and utilizes a variety of formats (magazines, books, non-print, electronic resources, newspapers) 12. Reads for pleasure, to learn and to solve information needs 13. Seeks answers to questions 14. Explores topics of interest 15. Uses libraries, library resources, the Internet, and other information sources express their ideas in text and graphics (e.g., dialogue, conflict, shape, color, characters) 1.C.1f Use information presented in simple tables, maps and charts to form an interpretation 2.A.1a Identify the literary elements of theme, setting, plot and character within literary works 2.A.1b Classify literary works as fiction or nonfiction 2.A.1c Describe differences between prose and poetry 2.B.1a Respond to literary materials by connecting them to their own experience and communicate those responses to others 2.B.1b Identify common themes in literature from a variety of eras 2.B.1c Relate character, setting and plot to reallife situations 5.A.1a Identify questions and gather information 5.A.1b Locate information using a variety of resources 5.B.1a Select and organize information from various sources for a specific purpose 5.B.1b Cite sources used 5.C.1a Write letters, reports and stories based on acquired information 5.C.1b Use print, non print, human and technological resources to acquire and use information Math 6.A.1b Identify and model fractions using concrete materials and pictorial representations 9.A.1a Identify related two- and threedimensional shapes including circle-sphere, square-cube, triangle-pyramid, rectanglerectangular prism and their basic properties 9.A.1b Draw two-dimensional shapes 9.B.1c Identify lines of symmetry in simple figures and construct symmetrical figures using various concrete materials beyond academic requirements : Maintain openness to new ideas by considering divergent opinions, changing opinions or conclusions when evidence supports the change, and seeking information about new ideas encountered through academic or personal experiences : Show an appreciation for literature by electing to read for pleasure and expressing an interest in various literary genres : Recognize that resources are created for a variety of purposes : Seek opportunities for pursuing personal and aesthetic growth : Identify own areas of interest : Recognize the limits of own personal knowledge : Recognize how to focus the efforts in personal learning : Interpret new information based on cultural and social context : Develop personal criteria for gauging how effectively own ideas are expressed : Evaluate own ability to select resources that are engaging and appropriate for personal interests and needs Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge Recognize new knowledge and understanding Develop directions for future investigations : Organize personal knowledge in a way that can be called upon easily. Last Updated 10/28/2009 I-SAIL 19

20 9.C.1 Draw logical conclusions and communicate reasoning about simple geometric figures and patterns using concrete materials, diagrams and contemporary technology Social Sciences 16.B.1 (W) Explain the contributions of individuals and groups who are featured in biographies, legends, folklore and traditions 18.A.1 Identify folklore from different cultures which became part of the heritage of the United States Physical Development and Health 21.A.1c Work independently on tasks for short periods of time 22.A.1b Identify methods of health promotion and illness prevention (e.g., obtaining immunizations, hand washing, brushing and flossing teeth, eating practices, sleep, cleanliness) 22.A.1c Identify dangerous situations and safety methods to reduce risks (e.g., traffic, improper use of medicine and poisons, strangers 24.B.1 Recognize how choices can affect health (e.g., not brushing/tooth decay, smoking/risk of cancer and heart disease) Fine Arts 25.A.1b Drama: Understand the elements of acting, locomotor and nonlocomotor movement, vocal and nonvocal sound, story making; the principles of plot, character, setting, problem/resolution and message; and the expressive characteristics of simple emotions 25.A.1d Visual Arts: Identify the elements of line, shape, space, color and texture; the principles of repetition and pattern; and the expressive qualities of mood, emotion and pictorial representation 26.B.1b Drama: Demonstrate individual skills Last Updated 10/28/2009 I-SAIL 20

21 (e.g., vocalizing, listening, moving, observing, concentrating) and group skills (e.g., decision making, planning, practicing, spacing) necessary to create or perform story elements and characterizations Last Updated 10/28/2009 I-SAIL 21

22 Grades K-2: Standard 5: Understands and practices Internet safety when using any social electronic media for educational or leisure purposes. Practices strategies that promote personal safety and protect online and offline reputation Recognizes a variety of networked environments as public places that are governed by codes of behavior Knows how to protect electronic devices from harm in an online environment LIBRARY BENCHMARKS OBJECTIVES ILLINOIS STATE LEARNING STANDARDS AASL STANDARDS FOR THE 21ST CENTURY LEARNER Last Updated 10/28/2009 I-SAIL 22

23 Standards for Grades 3-5 Last Updated 10/28/2009 I-SAIL 23

24 Grades 3-5: Standard 1: Accesses information efficiently and effectively to inquire, think critically, and gain knowledge. Recognizes the need for information Formulates questions based on information needs Identifies a variety of potential sources of information Develops and uses successful strategies for locating information Seeks information from diverse sources, contexts, disciplines and cultures LIBRARY BENCHMARKS OBJECTIVES ILLINOIS STATE LEARNING STANDARDS AASL STANDARDS FOR THE 21ST CENTURY LEARNER A. Explains an information need B. Understands the concept of keywords 1. Asks a question about finding a book or locating information in a print or non-print source 2. Begins to use print and/or non-print dictionary, encyclopedia, atlas 3. Begins to use table of contents and index 4. Identifies author, title, title page, illustrator, cover, spine, publisher, copyright date of print and/or non-print resources 5. Begins to determine possible print and/or non-print resources and select the most appropriate 6. Uses strategies to identify keywords 7. Begins to use the electronic library catalog 8. Locates materials on library shelves by call English 1.A.2a Read and comprehend unfamiliar words using root words, synonyms, antonyms, word origins and derivations 1.A.2b Clarify word meaning using context clues and a variety of resources including glossaries, dictionaries and thesauruses 1.B.2a Establish purposes for reading; survey materials; ask questions; make predictions; connect, clarify and extend ideas 1.B.2b Identify structure (e.g., description, compare/contrast, cause and effect, sequence) of nonfiction texts to improve comprehension 1.B.2c Continuously check and clarify for understanding (e.g., in addition to previous skills, clarify terminology, seek additional information) 1.B.2d Read age-appropriate material aloud with fluency and accuracy 1.C.2c Compare and contrast the content and organization of selections 5.A.1a Identify questions and gather information 5.A.1b Locate information using a variety of resources 5.B.1a Select and organize information from various sources for a specific purpose 5.B.1b Cite sources used Use prior and background knowledge as context for new learning Develop and refine a range of questions to frame the search for new understanding Find, evaluate, and select appropriate sources to answer questions Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning Demonstrate mastery of technology tools for accessing information and pursuing inquiry Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts Demonstrate confidence and self-direction by making independent choices in the selection of resources and information Demonstrate creativity by using multiple resources and formats Display persistence by continuing to pursue information to gain a broad perspective Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary Use interaction with and feedback from Last Updated 10/28/2009 I-SAIL 24

25 number 9. Begins to understand that information can be found in a variety of sources and formats and recognizes the unique features of each 5.C.1a Write letters, reports and stories based on acquired information 5.C.1b Use print, non print, human and technological resources to acquire and use information 5.A.2a Formulate questions and construct a basic research plan 5.A.2b Organize and integrate information from a variety of sources (e.g., books, interviews, library reference materials, web- sites, CD/ROMs) 5.B.2a Determine the accuracy, currency and reliability of materials from various sources 5.B.2b Cite sources used 5.C.2a Create a variety of print and non print documents to communicate acquired information for specific audiences and purposes 5.C.2b Prepare and deliver oral presentations based on inquiry or research Math 10.B.2a Formulate questions of interest and select methods to systematically collect data Science 11.A.2a Formulate questions on a specific science topic and choose the steps needed to answer the questions 11.A.2b Collect data for investigations using scientific process skills including observing, estimating and measuring 11.A.2d Use data to produce reasonable explanations 13.A.2c Explain why keeping accurate and detailed records is important 13.B.2a Explain how technology is used in science for a variety of purposes (e.g., sample collection, storage and treatment; measurement; data collection, storage and retrieval; communication of information) teachers and peers to guide own inquiry process Seek appropriate help when it is needed. Social Sciences 16.A.2c Ask questions and seek answers by Last Updated 10/28/2009 I-SAIL 25

26 collecting and analyzing data from historic documents, images and other literary and non-literary sources 16.D.2c (US) Describe the influence of key individuals and groups, including Susan B. Anthony/suffrage and Martin Luther King, Jr./civil rights, in the historical eras of Illinois and the United States 16.D.2 (W) Describe the various roles of men, women and children in the family, at work, and in the community in various time periods and places (e.g., ancient Rome, Medieval Europe, ancient China, Sub- Saharan Africa) 16.E.2b (W) Identify individuals and events in the development of the conservation movement including John Muir, Theodore Roosevelt and the creation of the National Park System 17.A.2b Use maps and other geographic representations and instruments to gather information about people, places and environments Last Updated 10/28/2009 I-SAIL 26

27 Grades 3-5: Standard 2: Evaluates information critically and competently to draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge Determines accuracy, relevance, and comprehensiveness Distinguishes among fact, point of view, and opinion Identifies inaccurate and misleading information Selects information appropriate to the problem or question at hand LIBRARY BENCHMARKS OBJECTIVES ILLINOIS STATE LEARNING STANDARDS AASL STANDARDS FOR THE 21ST CENTURY LEARNER A. Identifies appropriate 1. Uses headings, English Continue an inquiry-based research sources of subheadings, table of 1.A.2b Clarify word meaning using context process by applying critical-thinking skills information contents, index clues and a variety of resources including (analysis, synthesis, evaluation, B. Identify facts and 2. Learns beginning notetaking skills glossaries, dictionaries and thesauruses organization) to information and knowledge details that support 1.B.2b Identify structure (e.g., description, in order to construct new understandings, main ideas 3. Identifies the appropriate compare/contrast, cause and effect, draw conclusions, and create new C. Analyze and evaluate use of reference materials, sequence) of nonfiction texts to improve knowledge. new information e.g. print and/or non-print comprehension Organize knowledge so that it is useful. based on previous encyclopedia, atlas, nonfiction book, website, etc. 1.C.2c Compare and contrast the content and Use strategies to draw conclusions experience and organization of selections Collaborate with others to exchange ideas, knowledge 4. Uses different clues to 1.C.2f Connect information presented in tables, develop new understandings, make D. Find similar ideas in determine important ideas maps and charts to printed or electronic decisions, and solve problems. more than one source in illustrations and text text Demonstrate flexibility in the use of E. Question the 5. Use common 5.A.1a Identify questions and gather resources by adapting information strategies differences between organizational patterns to information to each specific resource and by seeking sources make sense of information 5.A.1b Locate information using a variety of additional resources when clear conclusions 6. Work in groups to create resources cannot be drawn. and evaluate projects and 5.B.1a Select and organize information from Demonstrate personal productivity by information products various sources for a specific purpose completing products to express learning. 7. Cites sources used 5.C.1a Write letters, reports and stories based Connect understanding to the real world. on acquired information Consider diverse and global perspectives in 5.C.1b Use print, non print, human and drawing conclusions. technological resources to acquire and use Determine how to act on information information (accept, reject, modify). 5.A.2a Formulate questions and construct a Recognize new knowledge and basic research plan understanding. 5.A.2b Organize and integrate information Develop directions for future Last Updated 10/28/2009 I-SAIL 27

28 from a variety of sources (e.g., books, interviews, library reference materials, web- sites, CD/ROMs) 5.B.2a Determine the accuracy, currency and reliability of materials from various sources 5.B.2b Cite sources used 5.C.2a Create a variety of print and non print documents to communicate acquired information for specific audiences and purposes 5.C.2b Prepare and deliver oral presentations based on inquiry or research investigations Access the process by which learning was achieved in order to revise strategies and learn more effectively in the future Math 6.D.2 Describe the relationship between two sets of data using ratios and appropriate notations (e.g., a/b, a to b, a:b 7.B.2a Determine and communicate possible methods for estimating a given measure, selecting proper units in both customary and metric systems 8.A.2a Identify, describe, extend and create geometric and numeric patterns 8.C.2 Explain operations and number properties including commutative, associative, distributive, transitive, zero, equality and order of operations 9.B.2 Compare geometric figures and determine their properties including parallel, perpendicular, similar, congruent and line symmetry 9.C.2 Formulate logical arguments about geometric figures and patterns and communicate reasoning 10.A.2b Using a data set, determine mean, median, mode and range, with and without the use of technology 10.A.2c Make predictions and decisions based on data and communicate their reasoning 10.B.2a Formulate questions of interest and select methods to systematically collect data 10.B.2d Interpret results or make relevant decisions based on the data gathered 10.C.2a Calculate the probability of a simple Last Updated 10/28/2009 I-SAIL 28

29 event 10.C.2b Compare the likelihood of events in terms of certain, more likely, less likely or impossible 10.C.2c Determine the probability of an event involving and, or or not Science 11.A.2d Use data to produce reasonable explanations 11.B.2a Identify a design problem and propose possible solutions 11.B.2b Develop a plan, design and procedure to address the problem identifying constraints (e.g., time, materials, technology) 11.B.2c Build a prototype of the design using available tools and materials 11.B.2d Test the prototype using suitable instruments, techniques and quantitative measurements to record data 11.B.2e Assess test results and the effectiveness of the design using given criteria and noting possible sources of error 11.B.2f Report test design, test process and test results 12.A.2a Describe simple life cycles of plants and animals and the similarities and differences in their offspring 12.A.2b Categorize features as either inherited or learned (e.g., flower color or eye color is inherited; language is learned) 12.B.2a Describe relationships among various organisms in their environments (e.g., predator/prey, parasite/host, food chains and food webs) 12.B.2b Identify physical features of plants and animals that help them live in different environments (e.g., specialized teeth for eating certain foods, thorns for protection, insulation for cold temperature) 12.C.2a Describe and compare types of energy including light, heat, sound, electrical and mechanical Last Updated 10/28/2009 I-SAIL 29

30 12.C.2b Describe and explain the properties of solids, liquids and gases 12.D.2a Explain constant, variable and periodic motions 12.D.2b Demonstrate and explain ways that forces cause actions and reactions (e.g., magnets attracting and repelling; objects falling, rolling and bouncing) 12.E.2a Identify and explain natural cycles of the Earth s land, water and atmospheric systems (e.g., rock cycle, water cycle, weather patterns) 12.E.2b Describe and explain short-term and long-term interactions of the Earth s components (e.g., earthquakes, types of erosion) 12.E.2c Identify and classify recyclable materials 12.F.2a Identify and explain natural cycles and patterns in the solar system (e.g., order of the planets; moon phases; seasons as related to Earth s tilt, one s latitude, and where Earth is in its yearly orbit around the sun) 12.F.2b Explain the apparent motion of the sun and stars 12.F.2c Identify easily recognizable star patterns (e.g., the Big Dipper, constellations) 13.A.2a Demonstrate ways to avoid injury when conducting science activities (e.g., wearing goggles, fire extinguisher use) 13.A.2b Explain why similar investigations may not produce similar results 13.A.2c Explain why keeping accurate and detailed records is important 13.B.2a Explain how technology is used in science for a variety of purposes (e.g., sample collection, storage and treatment; measurement; data collection, storage and retrieval; communication of information) 13.B.2b Describe the effects on society of scientific and technological innovations (e.g., antibiotics, steam engine, digital Last Updated 10/28/2009 I-SAIL 30

31 computer) 13.B.2c Identify and explain ways that science and technology influence the lives and careers of people 13.B.2d Compare the relative effectiveness of reducing, reusing and recycling in actual situations 13.B.2e Identify and explain ways that technology changes ecosystems (e.g., dams, highways, buildings, communication networks, power plants) 13.B.2f Analyze how specific personal and societal choices that humans make affect local, regional and global ecosystems (e.g., lawn and garden care, mass transit) Social Sciences 14.F.2 Identify consistencies and inconsistencies between expressed United States political traditions and ideas and actual practices (e.g., freedom of speech, right to bear arms, slavery, voting rights) 16.A.2b Compare different stories about a historical figure or event and analyze differences in the portrayals and perspectives they present Physical Development and Health 21.B.2 Work cooperatively with a partner or small group to reach a shared goal during physical activity 24.A.2b Demonstrate positive verbal and nonverbal communication skills (e.g., polite conversation, attentive listening, body language Last Updated 10/28/2009 I-SAIL 31

32 Grades 3-5: Standard 3: Uses information accurately, creatively, and ethically to share knowledge and participate ethically and productively as members of our democratic society Organizes information for practical application Integrates new information into one's own knowledge Produces and communicates information and ideas in appropriate formats Devises strategies for revising and improving process and product Practices ethical behavior in regard to information and information technology (including freedom of speech, censorship, copyright and plagiarism) LIBRARY BENCHMARKS OBJECTIVES ILLINOIS STATE LEARNING STANDARDS AASL STANDARDS FOR THE 21ST CENTURY LEARNER A. Communicates results 1. Edits, formats, spell English Follow an inquiry-based process in seeking of information search checks, saves, proofreads, 1.B.3b Identify text structure and create a knowledge in curricular subjects, and make in format appropriate and prints original visual representation (e.g., graphic the real-world connection for using this for content documents using a word organizer, outline, drawing) to use while process in own life. B. Understands the need processor reading Collaborate with others to broaden and for citing sources of 2. Collaborates with other 1.C.3a Use information to form, explain and deepen understanding. information students to solve support questions and predictions Respect copyright/intellectual property (copyright) information problems 1.C.3b Interpret and analyze entire narrative rights of creators and producers. C. Observes Internet 3. Organizes information text using story elements, point of view and Use interaction with and feedback from guidelines and using such techniques as theme teachers and peers to guide own inquiry protocols as defined graphic organizers, 1.C.3c Compare, contrast and evaluate ideas process. in the district s storyboarding or webbing and information from various sources and Collaborate with others to exchange ideas, policies 4. Creates products using genres develop new understandings, make multimedia techniques 1.C.3f Interpret tables that display textual decisions, and solve problems. 5. Presents the results of information and data in visual formats Use the writing process, media and visual information search in a 2.B.3a Respond to literary material from literacy, and technology skills to create new way personal, creative and critical points of products that express new understandings. 6. Presents, performs or view Demonstrate personal productivity by shares a product 3.A.3 Write compositions that contain completing products to express learning. successfully complete sentences and effective Connect understanding to the real world. 7. Evaluates projects paragraphs using English conventions Consider diverse and global perspectives in 8. Recognizes the need for 3.B.3a Produce documents that convey a clear drawing conclusions. citing sources and begins understanding and interpretation of ideas Use valid information and reasoned to make simple and information and display focus, conclusions to make ethical decisions. bibliographies organization, elaboration and coherence Recognize new knowledge and 9. Respects different points 3.B.3b Edit and revise for word choice, understanding. of view and opinions organization, consistent point of view and Conclude an inquiry-based research Last Updated 10/28/2009 I-SAIL 32

33 transitions among paragraphs using contemporary technology and formats suitable for submission and/or publication 3.C.3a Compose narrative, informative, and persuasive writings (e.g., in addition to previous writings, literature reviews, instructions, news articles, correspondence) for a specified audience 3.C.3b Using available technology, produce compositions and multimedia works for specified audiences 4.B.3a Deliver planned oral presentations, using language and vocabulary appropriate to the purpose, message and audience; provide details and supporting information that clarify main ideas; and use visual aids and contemporary technology as support 4.B.3b Design and produce reports and multimedia compositions that represent group projects 4.B.3d Use verbal and nonverbal communication strategies to maintain communications and to resolve conflict 5.A.3a Identify appropriate resources to solve problems or answer questions through research 5.B.3a Choose and analyze information sources for individual, academic and functional purposes 5.B.3b Identify, evaluate and cite primary sources 5.C.3a Plan, compose, edit and revise documents that synthesize new meaning gleaned from multiple sources 5.C.3b Prepare and orally present original work (e.g., poems, monologues, reports, plays, stories) supported by research 5.C.3c Take notes, conduct interviews, organize and report information in oral, visual and electronic formats Math 6.A.2 Compare and order whole numbers, fractions and decimals using concrete process by sharing new understandings and reflecting on the learning Participate and collaborate as members of a social and intellectual network of learners Use writing and speaking skills to communicate new understandings effectively Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess Connect learning to community issues Use information and technology ethically and responsibly Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions Demonstrate teamwork by working productively with others Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community Respect the differing interests and experiences of others, and seek a variety of viewpoints Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern Create products that apply to authentic, real-world contexts Contribute to the exchange of ideas within and beyond the learning community Use information and knowledge in the service of democratic values Respect the principles of intellectual freedom Assess the quality and effectiveness of the learning product. Last Updated 10/28/2009 I-SAIL 33

34 materials, drawings and mathematical symbols 6.B.2 Solve one- and two-step problems involving whole numbers, fractions and decimals using addition, subtraction, multiplication and division 7.C.2a Describe relationships in a simple scale drawing 8.B.2 Analyze a geometric pattern and express the results numerically 9.A.2a Build physical models of two- and three-dimensional shapes 10.A.2a Organize and display data using pictures, tallies, tables, charts, bar graphs, line graphs, line plots and stem-and-leaf graphs 10.B.2a Formulate questions of interest and select methods to systematically collect data Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints Organize personal knowledge in a way that can be called upon easily Maintain openness to new ideas by considering divergent opinions, changing opinions or conclusions when evidence supports the change, and seeking information about new ideas encountered through academic or personal experiences Participate in the social exchange of ideas, both electronically and in person Practice safe and ethical behaviors in personal electronic communication and interaction Develop personal criteria for gauging how effectively own ideas are expressed. Science 11.A.2c Construct charts and visualizations to display data 11.A.2d Use data to produce reasonable explanations 11.A.2e Report and display the results of individual and group investigations 11.B.2a Identify a design problem and propose possible solutions 11.B.2b Develop a plan, design and procedure to address the problem identifying constraints (e.g., time, materials, technology) 11.B.2c Build a prototype of the design using available tools and materials 11.B.2d Test the prototype using suitable instruments, techniques and quantitative measurements to record data 11.B.2e Assess test results and the effectiveness of the design using given criteria and noting possible sources of error 11.B.2f Report test design, test process and test results Last Updated 10/28/2009 I-SAIL 34

35 12.A.2a Describe simple life cycles of plants and animals and the similarities and differences in their offspring 12.A.2b Categorize features as either inherited or learned (e.g., flower color or eye color is inherited; language is learned) 12.B.2a Describe relationships among various organisms in their environments (e.g., predator/prey, parasite/host, food chains and food webs) 12.B.2b Identify physical features of plants and animals that help them live in different environments (e.g., specialized teeth for eating certain foods, thorns for protection, insulation for cold temperature) 12.C.2a Describe and compare types of energy including light, heat, sound, electrical and mechanical 12.C.2b Describe and explain the properties of solids, liquids and gases 12.D.2a Explain constant, variable and periodic motions 12.D.2b Demonstrate and explain ways that forces cause actions and reactions (e.g., magnets attracting and repelling; objects falling, rolling and bouncing) 12.E.2a Identify and explain natural cycles of the Earth s land, water and atmospheric systems (e.g., rock cycle, water cycle, weather patterns) 12.E.2b Describe and explain short-term and long-term interactions of the Earth s components (e.g., earthquakes, types of erosion) 12.E.2c Identify and classify recyclable materials. 12.F.2a Identify and explain natural cycles and patterns in the solar system (e.g., order of the planets; moon phases; seasons as related to Earth s tilt, one s latitude, and where Earth is in its yearly orbit around the sun) 12.F.2b Explain the apparent motion of the sun and stars Last Updated 10/28/2009 I-SAIL 35

36 12.F.2c Identify easily recognizable star patterns (e.g., the Big Dipper, constellations) 13.A.2a Demonstrate ways to avoid injury when conducting science activities (e.g., wearing goggles, fire extinguisher use) 13.A.2b Explain why similar investigations may not produce similar results 13.A.2c Explain why keeping accurate and detailed records is important 13.B.2a Explain how technology is used in science for a variety of purposes (e.g., sample collection, storage and treatment; measurement; data collection, storage and retrieval; communication of information) 13.B.2b Describe the effects on society of scientific and technological innovations (e.g., antibiotics, steam engine, digital computer) 13.B.2c Identify and explain ways that science and technology influence the lives and careers of people 13.B.2d Compare the relative effectiveness of reducing, reusing and recycling in actual situations 13.B.2e Identify and explain ways that technology changes ecosystems (e.g., dams, highways, buildings, communication networks, power plants) 13.B.2f Analyze how specific personal and societal choices that humans make affect local, regional and global ecosystems (e.g., lawn and garden care, mass transit) Social Science 14.C.2 Describe and evaluate why rights and responsibilities are important to the individual, family, community, workplace, state and nation (e.g., voting, protection under the law) 18.B.2a Describe interactions of individuals, groups and institutions in situations drawn from the local community (e.g., local response to state and national reforms) Last Updated 10/28/2009 I-SAIL 36

37 18.B.2b Describe the ways in which institutions meet the needs of society 14.F.2 Identify consistencies and inconsistencies between expressed United States political traditions and ideas and actual practices (e.g., freedom of speech, right to bear arms, slavery, voting rights) Physical Development and Health 22.B.2 Describe how individuals and groups influence the health of individuals (e.g., peer pressure, media and advertising) 22.C.2 Explain interrelationships between the environment and individual health (e.g., pollution and respiratory problems, sun and skin cancer 24.A.2a Identify causes and consequences of conflict among youth Social & Emotional Learning SEL- 3A: Consider ethical, safety, and societal factors in making decisions SEL-3B: Apply decision-making skills to deal responsibly with daily academic and social situations Last Updated 10/28/2009 I-SAIL 37

38 Grades 3-5: Standard 4: Appreciates literature and other creative expressions of information and pursues information related to personal interests and aesthetic growth Is a competent and self-f motivated reader Develops a background in types of literature and literary elements Derives meaning from information presented creatively in a variety of formats Seeks information related to personal well-being, such as career interests, community involvement, health matters, and recreational pursuits. Designs, develops and evaluates information products and solutions related to personal interests. LIBRARY BENCHMARKS OBJECTIVES ILLINOIS STATE LEARNING STANDARDS AASL STANDARDS FOR THE 21ST CENTURY LEARNER A. Uses both text and visuals to understand literature B. Selects a "Just Right" book independently for personal reading C. Distinguishes between different types and elements of literature D. Analyzes and understands information presented creatively in a variety of nontextual formats E. Seeks information related to personal interests F. Selects resources and materials based on interest, need and appropriateness 1. Applies guidelines for choosing a Just Right book during literature selection 2. Reads or listens to traditional world literature/folklore (nursery rhymes, fairy tales, pourqoui tales, trickster tales, fables, tall tales, legends, myths) 3. Reads or listens to types of fiction in picture book and novel format (realistic fiction, historical fiction, fantasy, science fiction) 4. Reads or listens to nonfiction (informational text including biography, poetry) 5. Increases understanding of literary elements of plot, character, setting, theme, point of view 6. Increases understanding of literature by participating in discussion English 1.A.2a Read and comprehend unfamiliar words using root words, synonyms, antonyms, word origins and derivations 1.A.2b Clarify word meaning using context clues and a variety of resources including glossaries, dictionaries and thesauruses 1.B.2a Establish purposes for reading; survey materials; ask questions; make predictions; connect, clarify and extend ideas 1.B.2b Identify structure (e.g., description, compare/contrast, cause and effect, sequence) of nonfiction texts to improve comprehension 1.B.2c Continuously check and clarify for understanding (e.g., in addition to previous skills, clarify terminology, seek additional information) 1.B.2d Read age-appropriate material aloud with fluency and accuracy 1.C.2a Use information to form questions and verify predictions 1.C.2b Make and support inferences and form interpretations about main themes and topics 1.C.2e Explain how authors and illustrators use text and art to express their ideas (e.g., Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn Read, view, and listen for pleasure and personal growth Read widely and fluently to make connections with self, the world, and previous reading : Respond to literature and creative expressions of ideas in various formats and genres : Seek information for personal learning in a variety of formats and genres : Connect ideas to own interests and previous knowledge and experience : Use social networks and information tools to gather and share information : Display curiosity by pursuing interests through multiple resources : Demonstrate motivation by seeking information to answer personal questions and interests, trying a variety of formats and Last Updated 10/28/2009 I-SAIL 38

39 (opinions & responses, compare/contrast, inferences, predictions) 7. Reads or listens to a variety of authors and illustrators 8. Engages in an in-depth study of an author's and/or illustrator's body of work 9. Is acquainted with awardwinning literature 10. Responds to literature by participating in a variety of activities such as storytelling, drama, puppetry, fingerplays, songs, poetry, reader's theater or visual arts 11. Is introduced to and utilizes a variety of formats (magazines, books, non-print, electronic resources, newspapers) 12. Reads for pleasure, to learn and to solve information needs 13. Seeks answers to questions 14. Explores topics of interest 15. Uses libraries, library resources, the Internet, and other information sources points of view, design hues, metaphor) 1.C.2f Connect information presented in tables, maps and charts to print or electronic text 2.A.2a Identify literary elements and literary techniques (e.g., characterization, use of narration, use of dialogue) in a variety of literary works 2.A.2b Describe how literary elements (e.g., theme, character, setting, plot, tone, conflict) are used in literature to create meaning 2.A.2c Identify definitive features of literary forms (e.g., realistic fiction, historical fiction, fantasy, narrative, nonfiction, biography, plays, electronic literary forms) 2.B.2a Respond to literary material by making inferences, drawing conclusions and comparing it to their own experience, prior knowledge and other texts 2.B.2b Identify and explain themes that have been explored in literature from different societies and eras 2.B.2c Relate literary works and their characters, settings and plots to current and historical events, people and perspectives 5.A.2a Formulate questions and construct a basic research plan 5.A.2b Organize and integrate information from a variety of sources (e.g., books, interviews, library reference materials, web- sites, CD/ROMs) 5.B.2a Determine the accuracy, currency and reliability of materials from various sources 5.B.2b Cite sources used 5.C.2a Create a variety of print and nonprint documents to communicate acquired information for specific audiences and purposes 5.C.2b Prepare and deliver oral presentations based on inquiry or research Math 7.C.2b Construct or draw figures with given perimeters and areas genres, and displaying a willingness to go beyond academic requirements : Maintain openness to new ideas by considering divergent opinions, changing opinions or conclusions when evidence supports the change, and seeking information about new ideas encountered through academic or personal experiences : Show an appreciation for literature by electing to read for pleasure and expressing an interest in various literary genres : Recognize that resources are created for a variety of purposes : Seek opportunities for pursuing personal and aesthetic growth : Identify own areas of interest : Recognize the limits of own personal knowledge : Recognize how to focus the efforts in personal learning : Interpret new information based on cultural and social context : Develop personal criteria for gauging how effectively own ideas are expressed : Evaluate own ability to select resources that are engaging and appropriate for personal interests and needs Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge Recognize new knowledge and understanding Develop directions for future investigations : Organize personal knowledge in a way that can be called upon easily. Last Updated 10/28/2009 I-SAIL 39

40 8.A.2b Construct and solve number sentences using a variable to represent an unknown quantity 9.A.2a Build physical models of two- and three-dimensional shapes 9.A.2c Describe and draw representations of geometric relationships, patterns, symmetries, and designs in two- and threedimensions with and without technology 10.A.2a Organize and display data using pictures, tallies, tables, charts, bar graphs, line graphs, line plots and stem-and-leaf graphs 10.B.2b Collect, organize and display data using tables, charts, bar graphs, line graphs, circle graphs, line plots and stem-and-leaf graphs Social Sciences 16.A.2a Read historical stories and determine events which influenced their writing 18.A.2 Explain ways in which language, stories, folk tales, music, media and artistic creations serve as expressions of culture Physical Development and Health 21.A.2c Work independently on task until completed 22.A.2b Demonstrate strategies for the prevention and reduction of communicable and non-communicable disease (e.g., practicing cleanliness, making healthy food choices, understanding the importance of immunizations and regular health screenings 22.A.2c Describe and compare health and safety methods that reduce the risks associated with dangerous situations (e.g., wearing seat belts and helmets, using sunscreen) 24.B.2 Describe key elements of a decisionmaking process Fine Arts 25.A.2d Visual Arts: Identify and describe the Last Updated 10/28/2009 I-SAIL 40

41 elements of 2- and 3-dimensional space, figure ground, value and form; the principles of rhythm, size, proportion and composition; and the expressive qualities of symbol and story 25.B.2 Understand how elements and principles combine within an art form to express ideas 26.B.2b Drama: Demonstrate actions, characters, narrative skills, collaboration, environments, simple staging and sequence of events and situations in solo and ensemble dramas Last Updated 10/28/2009 I-SAIL 41

42 Grades 3-5: Standard 5: Understands and practices Internet safety when using any social electronic media for educational or leisure purposes. Practices strategies that promote personal safety and protect online and offline reputation Recognizes a variety of networked environments as public places that are governed by codes of behavior Knows how to protect electronic devices from harm in an online environment LIBRARY BENCHMARKS OBJECTIVES ILLINOIS STATE LEARNING STANDARDS AASL STANDARDS FOR THE 21ST CENTURY LEARNER Last Updated 10/28/2009 I-SAIL 42

43 Standards for Grades 6-8 Last Updated 10/28/2009 I-SAIL 43

44 Grades 6-8: Standard 1: Accesses information efficiently and effectively to inquire, think critically, and gain knowledge. Recognizes the need for information Formulates questions based on information needs Identifies a variety of potential sources of information Develops and uses successful strategies for locating information Seeks information from diverse sources, contexts, disciplines and cultures LIBRARY BENCHMARKS OBJECTIVES ILLINOIS STATE LEARNING STANDARDS AASL STANDARDS FOR THE 21ST CENTURY LEARNER A. Demonstrates skill in using electronic catalog B. Locates materials on library shelves by call number C. Uses print and electronic sources to access, extract and process information D. Understands scope, depth and potential usefulness of a variety of available information resources E. Uses search and navigational features of print and electronic sources to efficiently access information 1. Formulates a question about a topic 2. Identifies appropriate keywords to use as access points in an information search within print and/or non-print sources 3. Generates a list of possible resources and determines which are useful 4. Searches library catalog by keyword, author, title 5. Identifies and records call numbers 6. Locates materials on library shelves by call number 7. Finds information within print and/or non-print sources 8. Uses table of contents, index and glossary 9. Recognizes author, title, publisher, copyright date of print and/or non-print resources 10. Begins to understand visual literacy clues 11. Articulates an information English 1.A.3b Analyze the meaning of words and phrases in their context 1.B.3a Preview reading materials, make predictions and relate reading to information from other sources 1.B.3b Identify text structure and create a visual representation (e.g., graphic organizer, outline, drawing) to use while reading 1.C.3a Use information to form, explain and support questions and predictions 1.B.3c Continuously check and clarify for understanding (e.g., in addition to previous skills, draw comparisons to other readings) 1.C.3d Summarize and make generalizations from content and relate them to the purpose of the material 1.C.3f Interpret tables that display textual information and data in visual formats 5.A.3a Identify appropriate resources to solve problems or answer questions through research 5.A.3b Design a project related to contemporary issues (e.g., real-world math, career development, community service) using multiple sources Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life Use prior and background knowledge as context for new learning Develop and refine a range of questions to frame the search for new understanding Find, evaluate, and select appropriate sources to answer questions Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias Demonstrate mastery of technology tools for accessing information and pursuing inquiry Collaborate with others to broaden and deepen understanding Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts. Last Updated 10/28/2009 I-SAIL 44

45 need 12. Formulates questions to refine an information need 13. Generates appropriate keywords to use as access points in a search 14. Is aware of the scope and depth of various resources 15. Demonstrates skill using the electronic library catalog 16. Conducts effective searches using electronic resources 17. Accesses internet information effectively 18. Navigates within print and electronic resources to locate and access information 5.B.3a Choose and analyze information sources for individual, academic and functional purposes 5.B.3b Identify, evaluate and cite primary sources 5.C.3a Plan, compose, edit and revise documents that synthesize new meaning gleaned from multiple sources 5.C.3b Prepare and orally present original work (e.g., poems, monologues, reports, plays, stories) supported by research 5.C.3c Take notes, conduct interviews, organize and report information in oral, visual and electronic formats Math 6.B.3a Solve practical computation problems involving whole numbers, integers and rational numbers 6.D.3 Apply ratios and proportions to solve practical problems 7.A.3b Apply the concepts and attributes of length, capacity, weight/mass, perimeter, area, volume, time, temperature and angle measures in practical situations 8.A.3b Solve problems using linear expressions, equations and inequalities 8.C.3 Apply the properties of numbers and operations including inverses in algebraic settings derived from economics, business and the sciences 8.D.3a Solve problems using numeric, graphic or symbolic representations of variables, expressions, equations and inequalities 9.C.3b Develop and solve problems using geometric relationships and models, with and without the use of technology 9.D.3 Compute distances, lengths and measures of angles using proportions, the Pythagorean theorem and its converse 10.A.3c Test the reasonableness of an argument based on data and communicate their findings 10.B.3 Formulate questions (e.g., relation Demonstrate confidence and self-direction by making independent choices in the selection of resources and information Demonstrate creativity by using multiple resources and formats Display persistence by continuing to pursue information to gain a broad perspective Follow ethical and legal guidelines in gathering and using information Contribute to the exchange of ideas within the learning community Use information technology responsibly Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary Use interaction with and feedback from teachers and peers to guide own inquiry process Seek appropriate help when it is needed. Last Updated 10/28/2009 I-SAIL 45

46 ships between car age and mileage, average incomes and years of schooling), devise and conduct experiments or simulations, gather data, draw conclusions and communicate results to an audience using traditional methods and contemporary technologies Social Science 16.A.3a Describe how historians use models for organizing historical interpretation (e.g., biographies, political events, issues and conflicts) 16.A.3b Make inferences about historical events and eras using historical maps and other historical sources 16.A.3c Identify the differences between historical fact and interpretation 17.A.3b Explain how to make and use geographic representations to provide and enhance spatial information including maps, graphs, charts, models, aerial photographs, satellite images Last Updated 10/28/2009 I-SAIL 46

47 Grades 6-8: Standard 2: Evaluates information critically and competently to draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge Determines accuracy, relevance, and comprehensiveness Distinguishes among fact, point of view, and opinion Identifies inaccurate and misleading information Selects information appropriate to the problem or question at hand LIBRARY BENCHMARKS OBJECTIVES ILLINOIS STATE LEARNING STANDARDS AASL STANDARDS FOR THE 21ST CENTURY LEARNER A. Evaluates search 1. Determines authenticity English Continue an inquiry-based research process and relevance of print and 1.B.3a Preview reading materials, make process by applying critical-thinking skills B. Examines and non-print information predictions and relate reading to (analysis, synthesis, evaluation, evaluates information 2. Uses paraphrasing, note information from other sources organization) to information and knowledge sources taking and other strategies 1.B.3b Identify text structure and create a in order to construct new understandings, C. Extracts relevant and to record results of visual representation (e.g., graphic draw conclusions, and create new essential information information searching organizer, outline, drawing) to use while knowledge. from sources 3. Identifies and extracts reading Organize knowledge so that it is useful. D. Compare and contrast relevant information in 1.C.3a Use information to form, explain and Use strategies to draw conclusions from information found in print and electronic support questions and predictions information and apply knowledge to different sources. resources 1.C.3c Compare, contrast and evaluate ideas curricular areas, real-world situations, and E. Draw conclusions 4. Selects appropriate and information from various sources and further investigations. based on explicit and resources from a list of genres Collaborate with others to exchange ideas, implied information. "hits" obtained in an 1.C.3d Summarize and make generalizations develop new understandings, make F. Use common electronic catalog search from content and relate them to the decisions, and solve problems. organizational 5. Uses conventions of the purpose of the material Demonstrate flexibility in the use of patterns to organize source to determine 1.C.3f Interpret tables that display textual resources by adapting information strategies information in order usefulness information and data in visual formats to each specific resource and by seeking to draw conclusions 6. Reads, views, listens to 5.A.3a Identify appropriate resources to solve additional resources when clear conclusions information critically and problems or answer questions through cannot be drawn. competently research Use both divergent and convergent 7. Applies evaluative criteria 5.A.3b Design a project related to contemporary issues (e.g., real-world math, and test them against the evidence. thinking to formulate alternative conclusions to print and/or non-print materials to determine the career development, community service) Employ a critical stance in drawing usefulness, relevancy, using multiple sources conclusions by demonstrating that the suitability, authority, 5.B.3a Choose and analyze information sources pattern of evidence leads to a decision or objectivity, currency for individual, academic and functional conclusion. Last Updated 10/28/2009 I-SAIL 47

48 8. Identifies information relevant and essential to the information need 9. Works in teams to understand concepts and solve problems. 10. Cites all sources used. purposes 5.B.3b Identify, evaluate and cite primary sources 5.C.3a Plan, compose, edit and revise documents that synthesize new meaning gleaned from multiple sources 5.C.3b Prepare and orally present original work (e.g., poems, monologues, reports, plays, stories) supported by research 5.C.3c Take notes, conduct interviews, organize and report information in oral, visual and electronic formats Math 6.C.3b Show evidence that computational results using whole numbers, fractions, decimals, percents and proportions are correct and/or that estimates are reasonable 6.D.3 Apply ratios and proportions to solve practical problems 7.A.3b Apply the concepts and attributes of length, capacity, weight/mass, perimeter, area, volume, time, temperature and angle measures in practical situations 7.B.3 Select and apply instruments including rulers and protractors and units of measure to the degree of accuracy required 7.C.3b Use concrete and graphic models and appropriate formulas to find perimeters, areas, surface areas and volumes of twoand three-dimensional regions 8.B.3 Use graphing technology and algebraic methods to analyze and predict linear relationships and make generalizations from linear patterns 8.C.3 Apply the properties of numbers and operations including inverses in algebraic settings derived from economics, business and the sciences 8.D.3a Solve problems using numeric, graphic or symbolic representations of variables, expressions, equations and inequalities 8.D.3b Propose and solve problems using Connect understanding to the real world Use valid information and reasoned conclusions to make ethical decisions Determine how to act on information (accept, reject, modify) Reflect on systematic process, and assess for completeness of investigation Recognize new knowledge and understanding Access the process by which learning was achieved in order to revise strategies and learn more effectively in the future Last Updated 10/28/2009 I-SAIL 48

49 proportions, formulas and linear functions 9.A.3c Use concepts of symmetry, congruency, similarity, scale, perspective, and angles to describe and analyze two- and threedimensional shapes found in practical applications (e.g., geodesic domes, A-frame houses, basketball courts, inclined planes, art forms, blueprints) 9.B.3 Identify, describe, classify and compare two- and three- dimensional geometric figures and models according to their properties 9.C.3a Construct, develop and communicate logical arguments (informal proofs) about geometric figures and patterns 9.C.3b Develop and solve problems using geometric relationships and models, with and without the use of technology 9.D.3 Compute distances, lengths and measures of angles using proportions, the Pythagorean theorem and its converse 10.A.3a Construct, read and interpret tables, graphs (including circle graphs) and charts to organize and represent data 10.A.3b Compare the mean, median, mode and range, with and without the use of technology 10.A.3c Test the reasonableness of an argument based on data and communicate their findings 10.B.3 Formulate questions (e.g., relationships between car age and mileage, average incomes and years of schooling), devise and conduct experiments or simulations, gather data, draw conclusions and communicate results to an audience using traditional methods and contemporary technologies 10.C.3a Determine the probability and odds of events using fundamental counting principle 10.C.3b Analyze problem situations (e.g., board games, grading scales) and make predictions about results Last Updated 10/28/2009 I-SAIL 49

50 Science 13.B.3b Identify important contributions to science and technology that have been made by individuals and groups from various cultures 13.B.3c Describe how occupations use scientific and technological knowledge and skills 13.B.3f Apply classroom-developed criteria to determine the effects of policies on local science and technology issues (e.g., energy consumption, landfills, water quality Social Sciences 14.A.3 Describe how responsibilities are shared and limited by the United States and Illinois Constitutions and significant court decisions 14.B.3 Identify and compare the basic political systems of Illinois and the United States as prescribed in their constitutions 14.C.3 Compare historical issues involving rights, roles and status of individuals in relation to municipalities, states and the nation 14.D.3 Describe roles and influences of individuals, groups and media in shaping current Illinois and United States public policy (e.g., general public opinion, special interest groups, formal parties, media) 14.E.3 Compare the basic principles of the United States and its international interests (e.g., territory, environment, trade, use of technology) 14.F.3a Analyze historical influences on the development of political ideas and practices as enumerated in the Declaration of Independence, the United States Constitution, the Bill of Rights and the Illinois Constitution 14.F.3b Describe how United States political ideas and traditions were instituted in the Constitution and the Bill of Rights 15.A.3a Explain how market prices signal Last Updated 10/28/2009 I-SAIL 50

51 producers about what, how and how much to produce 15.A.3b Explain the relationship between productivity and wages 15.A.3c Describe the relationship between consumer purchases and businesses paying for productive resources 15.A.3d Describe the causes of unemployment (e.g., seasonal fluctuation in demand, changing jobs, changing skill requirements, national spending) 15.B.3a Describe the market clearing price of a good or service 15.B.3b Explain the effects of choice and competition on individuals and the economy as a whole 15.C.3 Identify and explain the effects of various incentives to produce a good or service 15.D.3a Explain the effects of increasing and declining imports and exports to an individual and to the nation s economy as a whole 15.D.3b Explain how comparative advantage forms the basis for specialization and trade among nations 15.D.3c Explain how workers can affect their productivity through training and by using tools, machinery and technology 16.A.3a Describe how historians use models for organizing historical interpretation (e.g., biographies, political events, issues and conflicts) 16.A.3b Make inferences about historical events and eras using historical maps and other historical sources 16.A.3c Identify the differences between historical fact and interpretation 16.B.3a (US) Describe how different groups competed for power within the colonies and how that competition led to the development of political institutions during the early national period 16.B.3b (US) Explain how and why the colonies Last Updated 10/28/2009 I-SAIL 51

52 fought for their independence and how the colonists ideas are reflected in the Declaration of Independence and the United States Constitution 16.B.3c (US) Describe the way the Constitution has changed over time as a result of amendments and Supreme Court decisions 16.B.3d (US) Describe ways in which the United States developed as a world political power 16.B.3a (W) Compare the political characteristics of Greek and Roman civilizations with non-western civilizations, including the early Han dynasty and Gupta empire, between 500 BCE and 500 CE 16.B.3b (W) Identify causes and effects of the decline of the Roman empire and other major world political events (e.g., rise of the Islamic empire, rise and decline of the T ang dynasty, establishment of the kingdom of Ghana) between 500 CE and 1500 CE 16.B.3c (W) Identify causes and effects of European feudalism and the emergence of nation states between 500 CE and 1500 CE 16.B.3d (W) Describe political effects of European exploration and expansion on the Americas, Asia, and Africa after 1500 CE 16.C.3a (US) Describe economic motivations that attracted Europeans and others to the Americas, C.3b (US) Explain relationships among the American economy and slavery, immigration, industrialization, labor and urbanization, 1700-present 16.C.3c (US) Describe how economic developments and government policies after 1865 affected the country s economic institutions including corporations, banks and organized labor 16.C.3a (W) Describe major economic trends from 1000 to 1500 CE including long distance trade, banking, specialization of labor, commercialization, urbanization and Last Updated 10/28/2009 I-SAIL 52

53 technological and scientific progress 16.C.3b (W) Describe the economic systems and trade patterns of North America, South America and Mesoamerica before the encounter with the Europeans 16.C.3c (W) Describe the impact of technology (e.g., weaponry, transportation, printing press, microchips) in different parts of the world, present 16.D.3a (US) Describe characteristics of different kinds of communities in various sections of America during the colonial/frontier periods and the 19th century 16.D.3b (US) Describe characteristics of different kinds of families in America during the colonial/frontier periods and the 19th century 16.D.3 (W) Identify the origins and analyze consequences of events that have shaped world social history including famines, migrations, plagues, slave trading 16.E.3a (US) Describe how early settlers in Illinois and the United States adapted to, used and changed the environment prior to E.3b (US) Describe how the largely rural population of the United States adapted, used and changed the environment after E.3c (US) Describe the impact of urbanization and suburbanization, present, on the environment 16.E.3a (W) Describe how the people of the Huang He, Tigris-Euphrates, Nile and Indus river valleys shaped their environments during the agricultural revolution, BCE 16.E.3b (W) Explain how expanded European and Asian contacts affected the environment of both continents, 1000 BCE CE 17.A.3a Explain how people use geographic markers and boundaries to analyze and Last Updated 10/28/2009 I-SAIL 53

54 navigate the Earth (e.g., hemispheres, meridians, continents, bodies of water) 17.A.3b Explain how to make and use geographic representations to provide and enhance spatial information including maps, graphs, charts, models, aerial photographs, satellite images 17.B.3a Explain how physical processes including climate, plate tectonics, erosion, soil formation, water cycle, and circulation patterns in the ocean shape patterns in the environment and influence availability and quality of natural resources 17.B.3b Explain how changes in components of an ecosystem affect the system overall 17.C.3a Explain how human activity is affected by geographic factors 17.C.3b Explain how patterns of resources are used throughout the world 17.C.3c Analyze how human processes influence settlement patterns including migration and population growth 17.D.3a Explain how and why spatial patterns of settlement change over time 17.D.3b Explain how interactions of geographic factors have shaped present conditions 18.A.3 Explain how language, literature, the arts, architecture and traditions contribute to the development and transmission of culture 18.B.3a Analyze how individuals and groups interact with and within institutions (e.g., educational, military) 18.B.3b Explain how social institutions contribute to the development and transmission of culture 18.C.3a Describe ways in which a diverse U.S. population has developed and maintained common beliefs (e.g., life, liberty and the pursuit of happiness; the Constitution and the Bill of Rights) 18.C.3b Explain how diverse groups have contributed to U.S. social systems over time Last Updated 10/28/2009 I-SAIL 54

55 Physical Development and Health 21.A.3a Follow directions and decisions of responsible individuals (e.g., teachers, peer leaders, squad leaders) 21.B.3 Work cooperatively with others to accomplish a set goal in both competitive and non-competitive situations (e.g., baseball, choreographing a dance) 24.A.3b Demonstrate methods for addressing interpersonal differences without harm (e.g., avoidance, compromise, cooperation) 24.A.3c Explain how positive communication helps to build and maintain relationships at school, at home and in the workplace Last Updated 10/28/2009 I-SAIL 55

56 Grades 6-8: Standard 3: Uses information accurately, creatively, and ethically to share knowledge and participate ethically and productively as members of our democratic society Organizes information for practical application Integrates new information into one's own knowledge Produces and communicates information and ideas in appropriate formats Devises strategies for revising and improving process and product Practices ethical behavior in regard to information and information technology (including freedom of speech, censorship, copyright and plagiarism) LIBRARY BENCHMARKS OBJECTIVES ILLINOIS STATE LEARNING STANDARDS AASL STANDARDS FOR THE 21ST CENTURY LEARNER A. Organizes and synthesizes information from multiple sources B. Creates and effectively communicates information and ideas to others C. Understands the concept of plagiarism and cites sources properly 1. Organizes information from multiple sources in a logical sequence using a graphic organizer 2. Selects an appropriate format for communicating ideas 3. Develops a storyboard 4. Creates a product using technology when appropriate 5. Presents, performs or shares information and ideas successfully 6. Evaluates product or presentation 7. Avoids plagiarism by ethically using information 8. Observes copyright guidelines 9. Cites print and non-print sources in a properly formatted bibliography English 1.B.3b Identify text structure and create a visual representation (e.g., graphic organizer, outline, drawing) to use while reading 1.C.3a Use information to form, explain and support questions and predictions 1.C.3f Interpret tables that display textual information and data in visual formats 2.B.3a Respond to literary material from personal, creative and critical points of view. 3.A.3 Write compositions that contain complete sentences and effective paragraphs using English conventions 3.B.3a Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence 3.B.3b Edit and revise for word choice, organization, consistent point of view and transitions among paragraphs using contemporary technology and formats suitable for submission and/or publication 3.C.3a Compose narrative, informative, and persuasive writings (e.g., in addition to Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life Collaborate with others to broaden and deepen understanding Respect copyright/intellectual property rights of creators and producers Use interaction with and feedback from teachers and peers to guide own inquiry process Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems Use the writing process, media and visual literacy, and technology skills to create products that express new understandings Demonstrate personal productivity by completing products to express learning Connect understanding to the real world Consider diverse and global perspectives in drawing conclusions Use valid information and reasoned conclusions to make ethical decisions Recognize new knowledge and understanding. Last Updated 10/28/2009 I-SAIL 56

57 previous writings, literature reviews, instructions, news articles, correspondence) for a specified audience 3.C.3b Using available technology, produce compositions and multimedia works for specified audiences 4.B.3a Deliver planned oral presentations, using language and vocabulary appropriate to the purpose, message and audience; provide details and supporting information that clarify main ideas; and use visual aids and contemporary technology as support 4.B.3b Design and produce reports and multimedia compositions that represent group projects 4.B.3d Use verbal and nonverbal communication strategies to maintain communications and to resolve conflict 5.A.3a Identify appropriate resources to solve problems or answer questions through research 5.A.3b Design a project related to contemporary issues (e.g., real-world math, career development, community service) using multiple sources 5.B.3a Choose and analyze information sources for individual, academic and functional purposes 5.B.3b Identify, evaluate and cite primary sources 5.C.3a Plan, compose, edit and revise documents that synthesize new meaning gleaned from multiple sources 5.C.3b Prepare and orally present original work (e.g., poems, monologues, reports, plays, stories) supported by research 5.C.3c Take notes, conduct interviews, organize and report information in oral, visual and electronic formats Math 6.D.3 Apply ratios and proportions to solve practical problems 7.A.3b Apply the concepts and attributes of Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning Participate and collaborate as members of a social and intellectual network of learners Use writing and speaking skills to communicate new understandings effectively Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess Connect learning to community issues Use information and technology ethically and responsibly Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions Demonstrate teamwork by working productively with others Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community Respect the differing interests and experiences of others, and seek a variety of viewpoints Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern Create products that apply to authentic, real-world contexts Contribute to the exchange of ideas within and beyond the learning community Use information and knowledge in the service of democratic values Respect the principles of intellectual freedom Assess the quality and effectiveness of the Last Updated 10/28/2009 I-SAIL 57

58 length, capacity, weight/mass, perimeter, area, volume, time, temperature and angle measures in practical situations 7.C.3a Construct a simple scale drawing for a given situation 7.C.3b Use concrete and graphic models and appropriate formulas to find perimeters, areas, surface areas and volumes of twoand three-dimensional regions 8.A.3a Apply the basic properties of commutative, associative, distributive, transitive, inverse, identity, zero, equality and order of operations to solve problems 8.B.3 Use graphing technology and algebraic methods to analyze and predict linear relationships and make generalizations from linear patterns 8.C.3 Apply the properties of numbers and operations including inverses in algebraic settings derived from economics, business and the sciences 8.D.3a Solve problems using numeric, graphic or symbolic representations of variables, expressions, equations and inequalities 8.D.3b Propose and solve problems using proportions, formulas and linear functions 9.A.3a Draw or construct two- and threedimensional geometric figures including prisms, pyramids, cylinders and cones 9.A.3b Draw transformation images of figures, with and without the use of technology 9.A.3c Use concepts of symmetry, congruency, similarity, scale, perspective, and angles to describe and analyze two- and threedimensional shapes found in practical applications (e.g., geodesic domes, A-frame houses, basketball courts, inclined planes, art forms, blueprints 9.B.3 Identify, describe, classify and compare two- and three- dimensional geometric figures and models according to their properties 9.C.3a Construct, develop and communicate logical arguments (informal proofs) about learning product Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints Organize personal knowledge in a way that can be called upon easily Maintain openness to new ideas by considering divergent opinions, changing opinions or conclusions when evidence supports the change, and seeking information about new ideas encountered through academic or personal experiences Participate in the social exchange of ideas, both electronically and in person Practice safe and ethical behaviors in personal electronic communication and interaction Develop personal criteria for gauging how effectively own ideas are expressed. Last Updated 10/28/2009 I-SAIL 58

59 geometric figures and patterns 9.C.3b Develop and solve problems using geometric relationships and models, with and without the use of technology 9.D.3 Compute distances, lengths and measures of angles using proportions, the Pythagorean theorem and its converse 10.A.3a Construct, read and interpret tables, graphs (including circle graphs) and charts to organize and represent data 10.A.3b Compare the mean, median, mode and range, with and without the use of technology 10.A.3c Test the reasonableness of an argument based on data and communicate their findings 10.B.3 Formulate questions (e.g., relationships between car age and mileage, average incomes and years of schooling), devise and conduct experiments or simulations, gather data, draw conclusions and communicate results to an audience using traditional methods and contemporary technologies 10.C.3a Determine the probability and odds of events using fundamental counting principles 10.C.3b Analyze problem situations (e.g., board games, grading scales) and make predictions about results Science 11.A.3a Formulate hypotheses that can be tested by collecting data 11.A.3f Interpret and represent results of analysis to produce findings 11.A.3g Report and display the process and results of a scientific investigation 11.B.3f Using available technology, report the relative success of the design based on the test results and criteria Social Science 14.A.3 Describe how responsibilities are shared and limited by the United States and Last Updated 10/28/2009 I-SAIL 59

60 Illinois Constitutions and significant court decisions 14.B.3 Identify and compare the basic political systems of Illinois and the United States as prescribed in their constitutions 14.C.3 Compare historical issues involving rights, roles and status of individuals in relation to municipalities, states and the nation 14.D.3 Describe roles and influences of individuals, groups and media in shaping current Illinois and United States public policy (e.g., general public opinion, special interest groups, formal parties, media) 14.E.3 Compare the basic principles of the United States and its international interests (e.g., territory, environment, trade, use of technology) 14.F.3a Analyze historical influences on the development of political ideas and practices as enumerated in the Declaration of Independence, the United States Constitution, the Bill of Rights and the Illinois Constitution 14.F.3b Describe how United States political ideas and traditions were instituted in the Constitution and the Bill of Rights 15.A.3a Explain how market prices signal producers about what, how and how much to produce 15.A.3b Explain the relationship between productivity and wages 15.A.3c Describe the relationship between consumer purchases and businesses paying for productive resources 15.A.3d Describe the causes of unemployment (e.g., seasonal fluctuation in demand, changing jobs, changing skill requirements, national spending) 15.B.3a Describe the market clearing price of a good or service 15.B.3b Explain the effects of choice and competition on individuals and the economy as a whole Last Updated 10/28/2009 I-SAIL 60

61 15.C.3 Identify and explain the effects of various incentives to produce a good or service 15.D.3a Explain the effects of increasing and declining imports and exports to an individual and to the nation s economy as a whole 15.D.3b Explain how comparative advantage forms the basis for specialization and trade among nations 15.D.3c Explain how workers can affect their productivity through training and by using tools, machinery and technology 16.A.3a Describe how historians use models for organizing historical interpretation (e.g., biographies, political events, issues and conflicts) 16.A.3c Identify the differences between historical fact and interpretation 16.B.3a (US) Describe how different groups competed for power within the colonies and how that competition led to the development of political institutions during the early national period 16.B.3b (US) Explain how and why the colonies fought for their independence and how the colonists ideas are reflected in the Declaration of Independence and the United States Constitution 16.B.3c (US) Describe the way the Constitution has changed over time as a result of amendments and Supreme Court decisions 16.B.3d (US) Describe ways in which the United States developed as a world political power 16.B.3a (W) Compare the political characteristics of Greek and Roman civilizations with non-western civilizations, including the early Han dynasty and Gupta empire, between 500 BCE and 500 CE 16.B.3b (W) Identify causes and effects of the decline of the Roman empire and other major world political events (e.g., rise of the Islamic empire, rise and decline of the Last Updated 10/28/2009 I-SAIL 61

62 T ang dynasty, establishment of the kingdom of Ghana) between 500 CE and 1500 CE 16.B.3c (W) Identify causes and effects of European feudalism and the emergence of nation states between 500 CE and 1500 CE 16.B.3d (W) Describe political effects of European exploration and expansion on the Americas, Asia, and Africa after 1500 CE 16.C.3a (US) Describe economic motivations that attracted Europeans and others to the Americas, C.3b (US) Explain relationships among the American economy and slavery, immigration, industrialization, labor and urbanization, 1700-present 16.C.3c (US) Describe how economic developments and government policies after 1865 affected the country s economic institutions including corporations, banks and organized labor 16.C.3a (W) Describe major economic trends from 1000 to 1500 CE including long distance trade, banking, specialization of labor, commercialization, urbanization and technological and scientific progress 16.C.3b (W) Describe the economic systems and trade patterns of North America, South America and Mesoamerica before the encounter with the Europeans 16.C.3c (W) Describe the impact of technology (e.g., weaponry, transportation, printing press, microchips) in different parts of the world, present 16.D.3a (US) Describe characteristics of different kinds of communities in various sections of America during the colonial/frontier periods and the 19th century 16.D.3b (US) Describe characteristics of different kinds of families in America during the colonial/frontier periods and the 19th century 16.D.3 (W) Identify the origins and analyze Last Updated 10/28/2009 I-SAIL 62

63 consequences of events that have shaped world social history including famines, migrations, plagues, slave trading 16.E.3a (US) Describe how early settlers in Illinois and the United States adapted to, used and changed the environment prior to E.3b (US) Describe how the largely rural population of the United States adapted, used and changed the environment after E.3c (US) Describe the impact of urbanization and suburbanization, present, on the environment 16.E.3a (W) Describe how the people of the Huang He, Tigris-Euphrates, Nile and Indus river valleys shaped their environments during the agricultural revolution, BCE 16.E.3b (W) Explain how expanded European and Asian contacts affected the environment of both continents, 1000 BCE CE 17.A.3a Explain how people use geographic markers and boundaries to analyze and navigate the Earth (e.g., hemispheres, meridians, continents, bodies of water) 17.A.3b Explain how to make and use geographic representations to provide and enhance spatial information including maps, graphs, charts, models, aerial photographs, satellite images 17.B.3a Explain how physical processes including climate, plate tectonics, erosion, soil formation, water cycle, and circulation patterns in the ocean shape patterns in the environment and influence availability and quality of natural resources 17.B.3b Explain how changes in components of an ecosystem affect the system overall 17.C.3a Explain how human activity is affected by geographic factors 17.C.3b Explain how patterns of resources are used throughout the world Last Updated 10/28/2009 I-SAIL 63

64 17.C.3c Analyze how human processes influence settlement patterns including migration and population growth 17.D.3a Explain how and why spatial patterns of settlement change over time 17.D.3b Explain how interactions of geographic factors have shaped present conditions 18.A.3 Explain how language, literature, the arts, architecture and traditions contribute to the development and transmission of culture 18.B.3a Analyze how individuals and groups interact with and within institutions (e.g., educational, military) 18.B.3b Explain how social institutions contribute to the development and transmission of culture 18.C.3a Describe ways in which a diverse U.S. population has developed and maintained common beliefs (e.g., life, liberty and the pursuit of happiness; the Constitution and the Bill of Rights) 18.C.3b Explain how diverse groups have contributed to U.S. social systems over time Physical Development and Health 22.B.3 Describe how the individual influences the health and well-being of the workplace and the community (e.g., volunteerism, disaster preparedness, proper care to prevent the spread of illness) 22.C.3a Identify potential environmental conditions that may affect the health of the local community (e.g., pollution, land fill, lead-based paint) 22.C.3b Develop potential solutions to address environmental problems that affect the local community s health 24.A.3a Describe possible causes and consequences of conflict and violence among youth in schools and communities Social & Emotional Learning SEL- 3A: Consider ethical, safety, and societal Last Updated 10/28/2009 I-SAIL 64

65 factors in making decisions SEL-3B: Apply decision-making skills to deal responsibly with daily academic and social situations Last Updated 10/28/2009 I-SAIL 65

66 Grades 6-8: Standard 4: Appreciates literature and other creative expressions of information and pursues information related to personal interests and aesthetic growth Strives to be a competent and self-motivated reader Develops a background in types of literature and literary elements Derives meaning from information presented creatively in a variety of formats Seeks information related to personal well-being, such as career interests, community involvement, health matters, and recreational pursuits Designs, develops and evaluates information products and solutions related to personal interests LIBRARY BENCHMARKS OBJECTIVES ILLINOIS STATE LEARNING STANDARDS AASL STANDARDS FOR THE 21ST CENTURY LEARNER A. Uses both text and visuals to understand literature B. Selects a "Just Right" book independently for personal reading C. Distinguishes between different types and elements of literature D. Analyzes and understands information presented creatively in a variety of nontextual formats E. Seeks information related to personal interests and goals F. Selects resources and materials based on need and appropriateness 1. Applies guidelines for choosing a Just Right book during literature selection 2. Reads or listens to traditional world literature/folklore (nursery rhymes, fairy tales, pourqoui tales, trickster tales, fables, tall tales, legends, myths) 3. Reads or listens to types of fiction in picture book and novel format (realistic fiction, historical fiction, fantasy, science fiction) 4. Reads or listens to nonfiction (biography, information books, poetry) 5. Increases understanding of literary elements of plot, character, setting, theme, point of view 6. Increases understanding of literature by participating in discussion English 1.B.3b Identify text structure and create a visual representation (e.g., graphic organizer, outline, drawing) to use while reading 1.B.3c Continuously check and clarify for understanding (e.g., in addition to previous skills, draw comparisons to other readings) 1.B.3d Read age-appropriate material with fluency and accuracy 1.C.3a Use information to form, explain and support questions and predictions 1.C.3b Interpret and analyze entire narrative text using story elements, point of view and theme 1.C.3c Compare, contrast and evaluate ideas and information from various sources and genres 1.C.3d Summarize and make generalizations from content and relate them to the purpose of the material 1.C.3e Compare how authors and illustrators use text and art across materials to express their ideas (e.g., foreshadowing, flashbacks, color, strong verbs, language that inspires) 1.C.3f Interpret tables that display textual information and data in visual formats Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn Recognize new knowledge and understanding Develop directions for future investigations Read, view, and listen for pleasure and personal growth Read widely and fluently to make connections with self, the world, and previous reading Respond to literature and creative expressions of ideas in various formats and genres. Last Updated 10/28/2009 I-SAIL 66

67 (opinions & responses, compare/contrast, inferences, predictions) 7. Reads or listens to a variety of authors and illustrators 8. Engages in an in-depth study of an author's and/or illustrator's body of work 9. Gains knowledge and appreciation for awardwinning literature 10. Responds to literature by participating in a variety of activities such as storytelling, drama, puppetry, finger plays, songs, poetry, reader's theater or visual arts 11. Utilizes a variety of formats (magazines, books, non-print, electronic resources, newspapers) 12. Reads for pleasure, to learn and to solve information needs 13. Seeks answers to questions 14. Explores topics of interest 15. Uses libraries, library resources, the Internet, and other information sources 2.A.3a Identify and analyze a variety of literary techniques (e.g., figurative language, allusion, dialogue, description, word choice, dialect) within classical and contemporary works representing a variety of genres 2.A.3b Describe how the development of theme, character, plot and setting contribute to the overall impact of a piece of literature 2.A.3c Identify characteristics and authors of various literary forms (e.g., short stories, novels, drama, fables, biographies, documentaries, poetry, science fiction) 2.A.3d Identify ways that an author uses language structure, word choice and style to convey the author s viewpoint 2.B.3a Respond to literary material from personal, creative and critical points of view 2.B.3b Compare and contrast common literary themes across various societies and eras 2.B.3c Analyze how characters in literature deal with conflict, solve problems and relate to real-life situations 5.A.3a Identify appropriate resources to solve problems or answer questions through research 5.A.3b Design a project related to contemporary issues (e.g., real-world math, career development, community service) using multiple sources 5.B.3a Choose and analyze information sources for individual, academic and functional purposes 5.B.3b Identify, evaluate and cite primary sources 5.C.3a Plan, compose, edit and revise documents that synthesize new meaning gleaned from multiple sources 5.C.3b Prepare and orally present original work (e.g., poems, monologues, reports, plays, stories) supported by research 5.C.3c Take notes, conduct interviews, organize and report information in oral, Seek information for personal learning in a variety of formats and genres Connect ideas to own interests and previous knowledge and experience Organize personal knowledge in a way that can be called upon easily Use social networks and information tools to gather and share information Display curiosity by pursuing interests through multiple resources Demonstrate motivation by seeking information to answer personal questions and interests, trying a variety of formats and genres, and displaying a willingness to go beyond academic requirements Maintain openness to new ideas by considering divergent opinions, changing opinions or conclusions when evidence supports the change, and seeking information about new ideas encountered through academic or personal experiences Show an appreciation for literature by electing to read for pleasure and expressing an interest in various literary genres Recognize that resources are created for a variety of purposes Seek opportunities for pursuing personal and aesthetic growth Identify own areas of interest Recognize the limits of own personal knowledge Recognize how to focus the efforts in personal learning Interpret new information based on cultural and social context Develop personal criteria for gauging how effectively own ideas are expressed Evaluate own ability to select resources that are engaging and appropriate for personal interests and needs. Last Updated 10/28/2009 I-SAIL 67

68 visual and electronic formats Math 7.C.3a Construct a simple scale drawing for a given situation 7.C.3b Use concrete and graphic models and appropriate formulas to find perimeters, areas, surface areas and volumes of twoand three-dimensional regions 8.B.3 Use graphing technology and algebraic methods to analyze and predict linear relationships and make generalizations from linear patterns 8.D.3a Solve problems using numeric, graphic or symbolic representations of variables, expressions, equations and inequalities 9.A.3a Draw or construct two- and threedimensional geometric figures including prisms, pyramids, cylinders and cones 9.A.3b Draw transformation images of figures, with and without the use of technology 9.A.3c Use concepts of symmetry, congruency, similarity, scale, perspective, and angles to describe and analyze two- and threedimensional shapes found in practical applications (e.g., geodesic domes, A-frame houses, basketball courts, inclined planes, art forms, blueprints) 9.B.3 Identify, describe, classify and compare two- and three- dimensional geometric figures and models according to their properties 9.C.3a Construct, develop and communicate logical arguments (informal proofs) about geometric figures and patterns 10.A.3a Construct, read and interpret tables, graphs (including circle graphs) and charts to organize and represent data 10.B.3 Formulate questions (e.g., relationships between car age and mileage, average incomes and years of schooling), devise and conduct experiments or simulations, gather data, draw conclusions and communicate results to an audience using traditional Last Updated 10/28/2009 I-SAIL 68

69 methods and contemporary technologies Physical Development and Health 21.A.3c Remain on task independent of distraction (e.g., peer pressure, environmental stressors) 22.A.3b Identify how positive health practices and relevant health care can help reduce health risks (e.g., proper diet and exercise reduce risks of cancer and heart disease) 22.A.3c Explain routine safety precautions in practical situations (e.g., in motor vehicles, on bicycles, in and near water, as a pedestrian) 22.A.3d Identify various careers involved in health promotion, health care and injury prevention 24.B.3 Apply a decision-making process to an individual health concern Fine Arts 25.A.3d Visual Arts: Identify and describe the elements of value, perspective and color schemes; the principles of contrast, emphasis and unity; and the expressive qualities of thematic development and sequence 25.A.3e Visual Arts: Analyze how the elements and principles can be organized to convey meaning through a variety of media and technology 25.B.3 Compare and contrast the elements and principles in two or more art works that share similar themes 26.B.3b Drama: Demonstrate storytelling, improvising and memorizing scripted material supported by simple aural and visual effects and personal background knowledge needed to create and perform in drama/theatre Last Updated 10/28/2009 I-SAIL 69

70 Grades 6-8: Standard 5: Understands and practices Internet safety when using any social electronic media for educational or leisure purposes. Practices strategies that promote personal safety and protect online and offline reputation Recognizes a variety of networked environments as public places that are governed by codes of behavior Knows how to protect electronic devices from harm in an online environment LIBRARY BENCHMARKS OBJECTIVES ILLINOIS STATE LEARNING STANDARDS AASL STANDARDS FOR THE 21ST CENTURY LEARNER Last Updated 10/28/2009 I-SAIL 70

71 Standards for Grades 9-12 Last Updated 10/28/2009 I-SAIL 71

72 Grades 9-12: Standard 1: Accesses information efficiently and effectively to inquire, think critically, and gain knowledge Recognizes the need for information Formulates questions based on information needs Identifies a variety of potential sources of information Develops and uses successful strategies for locating information Seeks information from diverse sources, contexts, disciplines and cultures LIBRARY BENCHMARKS OBJECTIVES ILLINOIS STATE LEARNING STANDARDS AASL STANDARDS FOR THE 21ST CENTURY LEARNER A. Understands scope, depth and potential usefulness of more advanced, sophisticated and diverse resources B. Develops and executes successful strategies to access information efficiently and effectively 1. Articulates an information need 2. Formulates questions to refine an information need 3. Develops purpose or thesis statement 4. Identifies potential print and/or nonprint sources of information 5. Identifies and uses various strategies and techniques to execute and refine successful searches 6. Navigates within print and electronic resources effectively and independently English 1.B.4a Preview reading materials, clarify meaning, analyze overall themes and coherence, and relate reading with information from other sources 1.B.5a Relate reading to prior knowledge and experience and make connections to related information 1.B.4c & d Read age-appropriate material with fluency and accuracy 1.B.5c Evaluate a variety of compositions for purpose, structure, content and details for use in school or at work 1.C.4c Interpret, evaluate and apply information from a variety of sources to other situations (e.g., academic, vocational, technical, personal) 1.C.5c Critically evaluate information from multiple sources 5.A.4a Demonstrate a knowledge of strategies needed to prepare a credible research report (e.g. notes, planning sheets) 5.A.5a Develop a research plan using multiple forms of data 5.A.4b Design and present a project (e.g., research report, scientific study, career/higher education opportunities) using various formats from multiple Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life Use prior and background knowledge as context for new learning Develop and refine a range of questions to frame the search for new understanding Find, evaluate, and select appropriate sources to answer questions Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias Demonstrate mastery of technology tools for accessing information and pursuing inquiry Collaborate with others to broaden and deepen understanding. Last Updated 10/28/2009 I-SAIL 72

73 sources 5.A.5b Research, design and present a project to an academic, business or school community audience on a topic selected from among contemporary issues 5.B.4a Choose and evaluate primary and secondary sources (print and non print) for a variety of purposes 5.B.5a Evaluate the usefulness of information, synthesize information to support a thesis, and present information in a logical manner in oral and written forms 5.B.4b Use multiple sources and multiple formats; cite according to standard style manuals 5.B.5b Credit primary and secondary sources in a form appropriate for presentation or publication for a particular audience 5.C.4a Plan, compose, edit and revise information (e.g., brochures, formal reports, proposals, research summaries, analyses, editorials, articles, overheads, multimedia displays) for presentation 5.C.5a Using contemporary technology, create a research presentation or prepare a documentary related to academic, technical or occupational topics and present the findings in oral or multimedia formats 5.C.4b Produce oral presentations and written documents using supportive research and incorporating contemporary technology 5.C.5b Support and defend a thesis statement using various references including media and electronic resources 5.C.4c Prepare for and participate in formal debates Math 10.B.4 Design and execute surveys or experiments, gather data to answer relevant questions, and communicate results and conclusions to an audience using traditional methods and contemporary technology Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts Demonstrate confidence and self-direction by making independent choices in the selection of resources and information Demonstrate creativity by using multiple resources and formats Maintain a critical stance by questioning the validity and accuracy of all information Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success Display emotional resilience by persisting in information searching despite challenges Display persistence by continuing to pursue information to gain a broad perspective Respect copyright/intellectual property rights of creators and producers Seek divergent perspectives during information gathering and assessment Follow ethical and legal guidelines in gathering and using information Contribute to the exchange of ideas within the learning community Use information technology responsibly Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary Use interaction with and feedback from teachers and peers to guide own inquiry process Monitor gathered information, and assess for gaps and weaknesses Seek appropriate help when it is needed. Last Updated 10/28/2009 I-SAIL 73

74 10.B.5 Design a statistical experiment to answer a question about a realistic situation, conduct the experiment, use statistics to interpret the data, and communicate the results, individually and as members of a team Social Sciences 15.A.4B Describe Gross Domestic Product (GDP) 15.D.4BDescribe the relationships between the availability and price of a nation s resources and its comparative advantage in relation to other nations 15.D.4C Describe the impact of worker productivity (output per worker) on business, the worker and the consumer 15.E.4A Explain why government may intervene in a market economy 15.E.4B Describe social and environmental benefits and consequences of production and consumption 15.E.5B Describe how fiscal, monetary and regulatory policies affect overall levels of employment, output and consumption 15.E.5C Describe key schools of thought (e.g., classical, Keynesian, monetarist, supplyside) and explain their impact on government policies 16.B.4US Identify political ideas that have dominated United States historical eras (e.g., Federalist, Jacksonian, Progressivist, New Deal, New Conservative) 16.B.5AUS Describe how modern political positions are affected by differences in ideologies and viewpoints that have developed over time (e.g., political parties positions on government intervention in the economy) 16.B.4AW Identify political ideas that began during the Renaissance & the Enlightenment and that persist today (e.g., church/state relationships) 16.B.4BW Identify political ideas from the early Last Updated 10/28/2009 I-SAIL 74

75 modern historical era to the present which have had worldwide impact (e.g., nationalism/sun Yat-Sen, nonviolence/ghandi, independence/kenyatta) 16.B.5BW Describe how tensions in the modern world are affected by different political ideologies, including democracy and totalitarianism 16.C.4C US Describe how American economic institutions were shaped by industrialists, union leaders and groups, including Southern migrants, Dust Bowl refugees, agricultural workers from Mexico and female workers since C.4A W Describe the growing dominance of American and European capitalism and their institutions after C.5B W Describe how historical trends in population, urbanization, economic development and technological advancements have caused change in world economic systems 16.C.4C W Describe the impact of key individuals/ideas from present, including Adam Smith, Karl Marx and John Maynard Keynes 16.C.4D W Describe how the maturing economies of Western Europe and Japan led to colonialism and imperialism 16.D.4A US Describe the immediate and longrange social impacts of slavery 16.D.4B US Describe unintended social consequences of political events in United States history (e.g., Civil War/ emancipation, National Defense Highway Act/decline of inner cities, Vietnam War/anti-government activity) 16.D.4W Identify significant events and developments since 1500 that altered world social history in ways that persist today, including colonization, Protestant Reformation, industrialization, the rise of technology and human rights movements 16E.4AUS Describe the causes and effects of Last Updated 10/28/2009 I-SAIL 75

76 conservation and environmental movements in the United States, present 16.E.4BUS Describe different and sometimes competing views, as substantiated by scientific fact, that people in North America have historically held towards the environment (e.g., private and public land ownership and use, resource use vs. preservation) 16.E.4AW Describe how cultural encounters among peoples of the world (e.g., Colombian exchange, opening of China and Japan to external trade, building of Suez canal) affected the environment, present 16.E.4BW Describe how migration has altered the world s environment since C.5B Describe the impact of human migrations and increased urbanization on ecosystems 17.C.5C Describe geographic factors that affect cooperation and conflict among societies Last Updated 10/28/2009 I-SAIL 76

77 Grades 9-12: Standard 2: Evaluates information critically and competently to draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge Determines accuracy, relevance, and comprehensiveness Distinguishes among fact, point of view, and opinion Identifies inaccurate and misleading information Selects information appropriate to the problem or question at hand LIBRARY BENCHMARKS OBJECTIVES ILLINOIS STATE LEARNING STANDARDS AASL STANDARDS FOR THE 21ST CENTURY LEARNER A. Identify main, 1. Reads, views, listens to English Continue an inquiry-based research supporting, and information critically 1.B.4a Preview reading materials, clarify process by applying critical-thinking skills conflicting 2. Applies evaluative criteria meaning, analyze overall themes and (analysis, synthesis, evaluation, information using to print and/or non-print coherence, and relate reading with organization) to information and knowledge multiple sources to materials to determine the information from other sources. in order to construct new understandings, support relative value of the 1.B.5a Relate reading to prior knowledge and draw conclusions, and create new interpretation or information: relevancy, experience and make connections to knowledge. point of view. suitability, authority, related information Organize knowledge so that it is useful. B. Critically examine objectivity, currency 1.B.5c Evaluate a variety of compositions for Use strategies to draw conclusions from and analyze relevant 3. Identifies information purpose, structure, content and details for information and apply knowledge to information from a relevant and essential to use in school or at work curricular areas, real-world situations, and variety of sources to the information need 1.C.4b Explain and justify an interpretation of a further investigations. discover 4. Uses paraphrasing, text Use technology and other information tools relationships and highlighting or other 1.C.5b Analyze and defend an interpretation of to analyze and organize information. patterns among ideas extraction techniques or text Collaborate with others to exchange ideas, strategies to identify and 1.C.4c Interpret, evaluate and apply information from a variety of sources to other decisions, and solve problems. develop new understandings, make record relevant information situations (e.g., academic, vocational, Use the writing process, media and visual 5. Combine ideas and technical, personal) literacy, and technology skills to create information to develop 1.C.5c Critically evaluate information from products that express new understandings. and demonstrate new multiple sources Demonstrate flexibility in the use of understanding 5.A.4a Demonstrate a knowledge of strategies resources by adapting information strategies 6. Works with others to needed to prepare a credible research to each specific resource and by seeking select, organize, and report (e.g., notes, planning sheets) additional resources when clear conclusions integrate information and 5.A.5a Develop a research plan using multiple cannot be drawn. ideas from a variety of forms of data Use both divergent and convergent sources and formats. 5.A.4b Design and present a project (e.g., thinking to formulate alternative conclusions Last Updated 10/28/2009 I-SAIL 77

78 7. Use technology tools, online environments, and other collaborative tools to create and share information 8. Cites all sources used according to style formats. research report, scientific study, career/higher education opportunities) using various formats from multiple sources 5.A.5b Research, design and present a project to an academic, business or school community audience on a topic selected from among contemporary issues 5.B.4a Choose and evaluate primary and secondary sources (print and nonprint) for a variety of purposes 5.B.5a Evaluate the usefulness of information, synthesize information to support a thesis, and present information in a logical manner in oral and written forms 5.B.4b Use multiple sources and multiple formats; cite according to standard style manuals 5.B.5b Credit primary and secondary sources in a form appropriate for presentation or publication for a particular audience 5.C.4a Plan, compose, edit and revise information (e.g., brochures, formal reports, proposals, research summaries, analyses, editorials, articles, overheads, multimedia displays) for presentation to an audience 5.C.5a Using contemporary technology, create a research presentation or prepare a documentary related to academic, technical or occupational topics and present the findings in oral or multimedia formats 5.C.4b Produce oral presentations and written documents using supportive research and incorporating contemporary technology 5.C.5b Support and defend a thesis statement using various references including media and electronic resources 5.C.4c Prepare for and participate in formal debates Math 6.C.4 Determine whether exact values or approximations are appropriate (e.g., bid a and test them against the evidence Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion Demonstrate personal productivity by completing products to express learning Connect understanding to the real world Consider diverse and global perspectives in drawing conclusions Use valid information and reasoned conclusions to make ethical decisions Determine how to act on information (accept, reject, modify) Reflect on systematic process, and assess for completeness of investigation Recognize new knowledge and understanding Develop directions for future investigations Access the process by which learning was achieved in order to revise strategies and learn more effectively in the future Last Updated 10/28/2009 I-SAIL 78

79 job, determine gas mileage for a trip) 6.C.5 Determine the level of accuracy needed for computations involving measurement and irrational numbers 7.B.4 Estimate and measure the magnitude and directions of physical quantities (e.g., velocity, force, slope) using rulers, protractors and other scientific instruments including timers, calculators and computers 7.B.5 Estimate perimeter, area, volume, and capacity of irregular shapes, regions and solids and explain the reasoning supporting the estimate 7.C.5a Use dimensional analysis to determine units and check answers in applied measurement problems 7.C.5b Determine how changes in one measure may affect other measures (e.g., what happens to the volume and surface area of a cube when the side of the cube is halved) 8.C.4a Analyze and report the effects of changing coefficients, exponents and other parameters on functions and their graphs 9.B.4 Recognize and apply relationships within and among geometric figures 9.B.5 Construct and use two- and threedimensional models of objects that have practical applications (e.g., blueprints, topographical maps, scale models) 9.C.4a Construct and test logical arguments for geometric situations using technology where appropriate 9.C.5a Perform and describe an original investigation of a geometric problem and verify the analysis and conclusions to an audience 9.C.4b Construct and communicate convincing arguments for geometric situations 9.D.4 Analyze and solve problems involving triangles (e.g., distances which cannot be measured directly) using trigonometric ratios 10.A.4b Analyze data using mean, median, Last Updated 10/28/2009 I-SAIL 79

80 mode, range, variance and standard deviation of a data set, with and without the use of technology 10.A.4c Predict from data using interpolation, extrapolation and trend lines, with and without the use of technology 10.B.4 Design and execute surveys or experiments, gather data to answer relevant questions, and communicate results and conclusions to an audience using traditional methods and contemporary technology 10.B.5 Design a statistical experiment to answer a question about a realistic situation, conduct the experiment, use statistics to interpret the data, and communicate the results, individually and as members of a team 10.C.4a Solve problems of chance using the principles of probability including conditional settings 10.C.5a Compute conditional probabilities and the probabilities of independent events 10.C.4b Design and conduct simulations (e.g., waiting times at restaurant, probabilities of births, likelihood of game prizes), with and without the use of technology 10.C.5b Compute probabilities in counting situations involving permutations and combinations 10.C.5c Make predictions using probabilities associated with normally distributed events Science 13.B.4b Analyze a particular occupation to identify decisions that may be influenced by a knowledge of science 13.B.5b Analyze and describe the processes and effects of scientific and technological breakthroughs 13.B.4c Analyze ways that resource management and technology can be used to accommodate population trends Last Updated 10/28/2009 I-SAIL 80

81 13.B.5c Design and conduct an environmental impact study, analyze findings and justify recommendations Social Science 15.A.4A Explain how national economies vary in the extent that government and private markets help allocate goods, services and resources 15.A.5A Explain the impact of various determinants of economic growth (e.g., investments in human/physical capital, research and development, technological change) on the economy 15.C.5A Explain how competition is maintained in the United States economy and how the level of competition varies in differing market structures (e.g., monopoly, oligopoly, monopolistic and perfect competition) 15.C.4B Explain the importance of research, development, invention, technology and entrepreneurship to the United States economy 15.C.5B Explain how changes in non-price determinants of supply (e.g., number of producers) affect producer decisions 15.C.5C Explain how government intervention with market prices can cause shortages or surpluses of a good or service (e.g., minimum wage policies, rent freezes, farm subsidies) 15.D.4A Explain the meaning and importance of balance of trade and how trade surpluses and deficits between nations are determined 15.D.5A Explain how transaction costs affect decisions to produce or consume 15.D.5C Explain how technology has affected trade in the areas of transportation, communication, finance and manufacturing 15.E.5A Explain how and why government redistributes income in the economy 16.A.4B Compare competing historical inter- Last Updated 10/28/2009 I-SAIL 81

82 pretations of an event 16.A.5B Explain the tentative nature of historical interpretations 16.C.4AUS Explain how trade patterns developed between the Americas and the rest of the global economy, C.5AW Explain how industrial capitalism became the dominant economic model in the world 16.C.4BW Compare socialism and communism in Europe, America, Asia and Africa after 1815 CE 17.B.4A Explain the dynamic interactions within and among the Earth s physical systems, including variation, productivity and constructive and destructive processes 17.C.4A Explain the ability of modern technology to alter geographic features and the impacts of these modifications on human activities 17.C.5A Compare resource management methods and policies in different regions of the world 17.C.4C Explain how places with various population distributions function as centers of economic activity (e.g., rural, suburban, urban) 17.D.4 Explain how processes of spatial change have affected human history (e.g., resource development and use, natural disasters) 18.A.5 Compare ways in which social systems are affected by political, environmental, economic and technological changes Physical Development and Health 21.A.4a Demonstrate decision-making skills both independently and with others during physical activities 21.A.5 Demonstrate individual responsibility through use of various team-building strategies in physical activity settings (e.g., etiquette, fair play, self-officiating, coaching, organizing a group activity) 21.B.4 Work cooperatively with others to Last Updated 10/28/2009 I-SAIL 82

83 achieve group goals in competitive and non-competitive situations (e.g., challenge course, orienteering) 21.B.5 Demonstrate when to lead and when to be supportive to accomplish group goals 24.A.4b Formulate strategies to prevent conflict and resolve differences Last Updated 10/28/2009 I-SAIL 83

84 Grades 9-12: Standard 3: Uses information accurately, creatively, and ethically to share knowledge and participate ethically and productively as members of our democratic society Organizes information for practical application Integrates new information into one's own knowledge Produces and communicates information and ideas in appropriate formats Devises strategies for revising and improving process and product Practices ethical behavior in regard to information and information technology (including freedom of speech, censorship, copyright and plagiarism) LIBRARY BENCHMARKS OBJECTIVES ILLINOIS STATE LEARNING STANDARDS AASL STANDARDS FOR THE 21ST CENTURY LEARNER A. Organizes and 1. Analyzes information English Follow an inquiry-based process in seeking synthesizes and identifies topics, 1.A.5b Analyze the meaning of abstract knowledge in curricular subjects, and make information from subtopics and concepts and the effects of particular word the real-world connection for using this multiple sources relationships and phrase choices process in own life. B. Creates and 2. Organizes information 1.B.4a Preview reading materials, clarify Collaborate with others to broaden and effectively in a logical sequence meaning, analyze overall themes and deepen understanding. communicates 3. Selects an appropriate coherence, and relate reading with Respect copyright/intellectual property information and ideas format for information from other sources rights of creators and producers. to others communicating ideas 1.B.5a Relate reading to prior knowledge and Use interaction with and feedback from C. Understands and 4. Develops a formal experience and make connections to teachers and peers to guide own inquiry respects the concepts outline or storyboard related information process. of intellectual 5. Creates a product that 1.B.4b Analyze, interpret and compare a Collaborate with others to exchange ideas, freedom, intellectual clearly expresses ideas variety of texts for purpose, structure, develop new understandings, make property and 6. Uses appropriate content, detail and effect decisions, and solve problems. plagiarism resources and 1.B.5b Analyze the defining characteristics Use the writing process, media and visual technology in creating and structures of a variety of complex literacy, and technology skills to create products literary genres and describe how genre products that express new understandings. 7. Revises and refines as affects the meaning and function of the Demonstrate personal productivity by necessary texts completing products to express learning. 8. Presents, performs or 1.B.4c Read age-appropriate material with Connect understanding to the real world. shares information and fluency and accuracy Consider diverse and global perspectives in ideas successfully 1.B.5c Evaluate a variety of compositions for drawing conclusions. 9. Evaluates product or purpose, structure, content and details for Use valid information and reasoned presentation use in school or at work conclusions to make ethical decisions. 10. Does not plagiarize 1.B.5d Read age-appropriate material with Recognize new knowledge and 11. Observes copyright fluency and accuracy understanding. guidelines 1.C.4b Explain and justify an interpretation of Conclude an inquiry-based research Last Updated 10/28/2009 I-SAIL 84

85 12. Cites print and nonprint sources in a properly formatted bibliography 13. Respects intellectual freedom and recognizes various viewpoints 14. Understands and follows Internet safety guidelines in regards to social networking sites, , chat applications, bulletin boards, etc 15. Reports and/or avoids harassing, deceptive, fraudulent, or illegal resources and communication a text 1.C.5b Analyze and defend an interpretation of text 1.C.4c Interpret, evaluate and apply information from a variety of sources to other situations (e.g., academic, vocational, technical, personal) 1.C.5c Critically evaluate information from multiple sources 1.C.4f Interpret tables, graphs and maps in conjunction with related text. 1.C.5f Use tables, graphs and maps to challenge arguments, defend conclusions and persuade others 2.B.4a Critique ideas and impressions generated by oral, visual, written and electronic materials 2.B.5a Analyze and express an interpretation of a literary work 3.A.4 Use standard English to edit documents for clarity, subject/verb agreement, adverb and adjective agreement and verb tense; proofread for spelling, capitalization and punctuation; and ensure that documents are formatted in final form for submission and/or publication 3.A.5 Produce grammatically correct documents using standard manuscript specifications for a variety of purposes and audiences 3.B.4a Produce documents that exhibit a range of writing techniques appropriate to purpose and audience, with clarity of focus, logic of organization, appropriate elaboration and support and overall coherence 3.B.5 Using contemporary technology, produce documents of publication quality for specific purposes and audiences; exhibit clarity of focus, logic of organization, appropriate elaboration and support and overall coherence 3.B.4b Produce, edit, revise and format work for submission and/or publication (e.g., process by sharing new understandings and reflecting on the learning Participate and collaborate as members of a social and intellectual network of learners Use writing and speaking skills to communicate new understandings effectively Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess Connect learning to community issues Use information and technology ethically and responsibly Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions Demonstrate teamwork by working productively with others Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community Respect the differing interests and experiences of others, and seek a variety of viewpoints Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern Create products that apply to authentic, real-world contexts Contribute to the exchange of ideas within and beyond the learning community Use information and knowledge in the service of democratic values Respect the principles of intellectual freedom Assess the quality and effectiveness of the learning product. Last Updated 10/28/2009 I-SAIL 85

86 manuscript form, appropriate citation of sources) using contemporary technology 3.B.4c Evaluate written work for its effectiveness and make recommendations for its improvement 3.C.4a Write for real or potentially real situations in academic, professional and civic contexts (e.g., college applications, job applications, business letters, petitions) 3.C.5a Communicate information and ideas in narrative, informative and persuasive writing with clarity and effectiveness in a variety of written forms using appropriate traditional and/or electronic formats; adapt content, vocabulary, voice and tone to the audience, purpose and situation 3.C.4b Using available technology, produce compositions and multimedia works for specified audiences 3.C.5b Write for real or potentially real situations in academic, professional and civic contexts (e.g., applications, job applications, business letters, resume, petitions) 4.A.4a Apply listening skills as individuals and members of a group in a variety of settings (e.g., lectures, discussions, conversations, team projects, presentations, interviews) 4.A.4b Apply listening skills in practical settings (e.g., classroom note taking, interpersonal conflict situations, giving and receiving directions, evaluating persuasive messages) 4.A.5b Use techniques for analysis, synthesis, and evaluation of oral messages 4.B.4a Deliver planned informative and persuasive oral presentations using visual aids and contemporary technology as individuals and members of a group; demonstrate organization, clarity, vocabulary, credible and accurate supporting evidence 4.B.5a Deliver planned and impromptu oral Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints Organize personal knowledge in a way that can be called upon easily Maintain openness to new ideas by considering divergent opinions, changing opinions or conclusions when evidence supports the change, and seeking information about new ideas encountered through academic or personal experiences Participate in the social exchange of ideas, both electronically and in person Practice safe and ethical behaviors in personal electronic communication and interaction Develop personal criteria for gauging how effectively own ideas are expressed. Last Updated 10/28/2009 I-SAIL 86

87 presentations, as individuals and members of a group, conveying results of research, projects or literature studies to a variety of audiences (e.g., peers, community, business/industry, local organizations) using appropriate visual aids and available technology 4.B.4d Use verbal and nonverbal strategies to maintain communication and to resolve individual and group conflict 4.B.5d Use verbal and nonverbal strategies to maintain communication and to resolve individual, group and workplace conflict (e.g., mediation skills, formal and informal bargaining skills) 5.A.4a Demonstrate a knowledge of strategies needed to prepare a credible research report (e.g., notes, planning sheets) 5.A.5a Develop a research plan using multiple forms of data 5.A.4b Design and present a project (e.g., research report, scientific study, career/higher education opportunities) using various formats from multiple sources 5.A.5b Research, design and present a project to an academic, business or school community audience on a topic selected from among contemporary issues 5.B.4a Choose and evaluate primary and secondary sources (print and nonprint) for a variety of purposes 5.B.5a Evaluate the usefulness of information, synthesize information to support a thesis, and present information in a logical manner in oral and written forms 5.B.4b Use multiple sources and multiple formats; cite according to standard style manuals 5.B.5b Credit primary and secondary sources in a form appropriate for presentation or publication for a particular audience 5.C.4a Plan, compose, edit and revise information (e.g., brochures, formal Last Updated 10/28/2009 I-SAIL 87

88 reports, proposals, research summaries, analyses, editorials, articles, overheads, multimedia displays) for presentation to an audience 5.C.5a Using contemporary technology, create a research presentation or prepare a documentary related to academic, technical or occupational topics and present the findings in oral or multimedia formats 5.C.4b Produce oral presentations and written documents using supportive research and incorporating contemporary technology 5.C.5b Support and defend a thesis statement using various references including media and electronic resources Math 7.A.4a Apply units and scales to describe and compare numerical data and physical objects 7.A.5 Apply nonlinear scales (e.g., Richter, decibel, ph) to solve practical problems 7.A.4b Apply formulas in a wide variety of theoretical and practical real-world measurement applications involving perimeter, area, volume, angle, time, temperature, mass, speed, distance, density and monetary values 7.B.5 Estimate perimeter, area, volume, and capacity of irregular shapes, regions and solids and explain the reasoning supporting the estimate 7.C.4a Make indirect measurements, including heights and distances, using proportions (e.g., finding the height of a tower by its shadow) 7.C.4c Convert within and between measurement systems and monetary systems using technology where appropriate 8.A.4b Represent mathematical patterns and describe their properties using variables and mathematical symbols Last Updated 10/28/2009 I-SAIL 88

89 8.A.5 Solve mathematical problems involving recursive patterns and use models that employ such relationships 8.B.4a Represent algebraic concepts with physical materials, words, diagrams, tables, graphs, equations and inequalities and use appropriate technology 8.B.4b Use the basic functions of absolute value, square root, linear, quadratic and step to describe numerical relationships 8.B.5 Use functions including exponential, polynomial, rational, parametric, logarithmic, and trigonometric to describe numerical relationships 8.C.5 Use polynomial, exponential, logarithmic and trigonometric functions to model situations 8.D.4 Formulate and solve linear and quadratic equations and linear inequalities algebraically and investigate nonlinear inequalities using graphs, tables, calculators and computers 8.D.5 Formulate and solve nonlinear equations and systems including problems involving inverse variation and exponential and logarithmic growth and decay 9.A.4a Construct a model of a threedimensional figure from a twodimensional pattern 9.A.4b Make perspective drawings, tessellations and scale drawings, with and without the use of technology 9.A.5 Use geometric figures and their properties to solve problems in the arts, the physical and life sciences and the building trades, with and without the use of technology 9.C.4b Construct and communicate convincing arguments for geometric situations 9.C.4c Develop and communicate mathematical proofs (e.g., two-column, paragraph, indirect) and counter examples for geometric statements Last Updated 10/28/2009 I-SAIL 89

90 9.C.5a Perform and describe an original investigation of a geometric problem and verify the analysis and conclusions to an audience 9.C.5b Apply physical models, graphs, coordinate systems, networks and vectors to develop solutions in applied contexts (e.g., bus routing, areas of irregular shapes, describing forces and other physical quantities 9.D.5 Analyze and solve problems involving periodic patterns (e.g., sound waves, tide variations) using circular functions and communicate results orally and in writing 10.A.4a Represent and organize data by creating lists, charts, tables, frequency distributions, graphs, scatterplots and box-plots 10.A.5 Construct a statistics-based presentation, individually and as members of a team, to communicate and justify the results of a project 10.B.4 Design and execute surveys or experiments, gather data to answer relevant questions, and communicate results and conclusions to an audience using traditional methods and contemporary technology 10.B.5 Design a statistical experiment to answer a question about a realistic situation, conduct the experiment, use statistics to interpret the data, and communicate the results, individually and as members of a team Science 11.A.4a Formulate hypotheses referencing prior research and knowledge 11.A.5a Formulate hypotheses referencing prior research and knowledge 11.A.4f Using available technology, report, display and defend to an audience conclusions drawn from investigations 11.B.4f Evaluate the test results based on Last Updated 10/28/2009 I-SAIL 90

91 established criteria, note sources of error and recommend improvements 11.B.5f Using available technology, prepare and present findings of the tested design solution to an audience that may include professional and technical experts 11.B.4g Using available technology, report to an audience the relative success of the design based on the test results and criteria Social Science 14.A.4 Analyze how local, state and national governments serve the purposes for which they were created 14.A.5 Analyze ways in which federalism protects individual rights and promotes the common good and how at times has made it possible for states to protect and deny rights for certain groups 14.B.4 Compare the political systems of the United States to other nations 14.B.5 Analyze similarities and differences among world political systems (e.g., democracy, socialism, communism) 14.C.4 Describe the meaning of participatory citizenship (e.g., volunteerism, voting) at all levels of government and society in the United States 14.C.5 Analyze the consequences of participation and non-participation in the electoral process (e.g., women s suffrage, voter registration, effects of media) 14.D.4 Analyze roles and influences of individuals, groups and media in shaping current debates on state and national policies 14.D.5 Interpret a variety of public policies and issues from the perspectives of different individuals and groups 14.E.4 Analyze historical trends of United States foreign policy (e.g., emergence as a world leader - military, industrial, financial) Last Updated 10/28/2009 I-SAIL 91

92 14.E.5 Analyze relationships and tensions among members of the international community 14.F.4A Determine the historical events and processes that brought about changes in United States political ideas and traditions (e.g., the New Deal, Civil War) 14.F.5 Interpret how changing geographical, economic, technological and social forces affect United States political ideas and traditions (e.g., freedom, equality and justice, individual rights) 14.F.4B Describe how United States political ideas, practices and technologies have extended rights for Americans in the 20th century (e.g., suffrage, civil rights, motorvoter registration) 15.A.5B Analyze the impact of economic growth 15.A.4C Analyze the impact of inflation on an individual and the economy as a whole 15.A.5C Analyze the impact of various determinants on the levels of GDP (e.g., quantity/quality of natural/capital resources, size/skills of the labor force) 15.B.5A Analyze the impact of changes in nonprice determinants (e.g., changes in consumer income, changes in tastes and preferences) on consumer demand 15.B.4B Analyze the impact of current events (e.g., weather/natural disasters, wars) on consumer prices 15.B.5B Analyze how inflation and interest rates affect consumer purchasing power 15.B.5C Analyze elasticity as it applies to supply and demand and consumer decisions 15.C.4A Analyze the impact of political actions and natural phenomena (e.g., wars, legislation, natural disaster) on producers and production decisions 15.D.5B Analyze why trade barriers and exchange rates affect the flow of goods and services among nations Last Updated 10/28/2009 I-SAIL 92

93 15.E.4C Analyze the relationship between a country s science/technology policies and its level and balance of trade 16.A.4A Analyze and report historical events to determine cause-and-effect relationships 16.A.5A Analyze historical and contemporary developments using methods of historical inquiry (pose questions, collect and analyze data, make and support inferences with evidence, report findings) 16.B.5BUS Analyze how United States political history has been influenced by the nation s economic, social and environmental history 16.B.5AW Analyze worldwide consequences of isolated political events, including the events triggering the Napoleonic Wars and World Wars I and II 16.B.5CW Analyze the relationship of an issue in world political history to the related aspects of world economic, social and environmental history 16.C.5AUS Analyze how and why the role of the United States in the world economy has changed since World War II 16.C.4BUS Analyze the impact of westward expansion on the United States economy 16.C.5BUS Analyze the relationship between an issue in United States economic history and the related aspects of political, social and environmental history 16.C.5CW Analyze the relationship between an issue in world economic history and the related aspects of political, social and environmental history 16.D.5US Analyze the relationship between an issue in United States social history and the related aspects of political, economic and environmental history 16.D.5W Analyze the relationship between an issue in world social history and the related aspects of political, economic and environmental history Last Updated 10/28/2009 I-SAIL 93

94 16E.5AUS Analyze positive and negative aspects of human effects on the environment in the United States, including damming rivers, fencing prairies and building cities 16.E.5BUS Analyze the relationship between an issue in United States environmental history and the related aspects of political, economic and social history 16.E.5AW Analyze how technological and scientific developments have affected human productivity, human comfort and the environment 16.E.5BW Analyze the relationship between an issue in world environmental history and the related aspects of political, economic and social history 17.A.5 Demonstrate how maps, other geographic instruments and technologies are used to solve spatial problems (e.g., land use, ecological concerns). 17.A.4B Use maps and other geographic instruments and technologies to analyze spatial patterns and distributions on earth 17.B.5 Analyze international issues and problems using ecosystems and physical geography concepts 17.B.4B Analyze trends in world demographics as they relate to physical systems 17.C.4B Analyze growth trends in selected urban areas as they relate to geographic factors 17.D.5 Analyze the historical development of a current issue involving the interaction of people and geographic factors (e.g., mass transportation, changes in agricultural subsidies, flood control) 18.A.4 Analyze the influence of cultural factors including customs, traditions, language, media, art and architecture in developing pluralistic societies 18.B.4 Analyze various forms of institutions (e.g., educational, military, charitable, governmental) Last Updated 10/28/2009 I-SAIL 94

95 18.B.5 Use methods of social science inquiry (pose questions, collect and analyze data, make and support conclusions with evidence, report findings) to study the development and functions of social systems and report conclusions to a larger audience 18.C.4A Analyze major cultural exchanges of the past (e.g., Colombian exchange, the Silk Road, the Crusades) 18.C.5 Analyze how social scientists interpretations of societies, cultures and institutions change over time 18.C.4B Analyze major contemporary cultural exchanges as influenced by worldwide communications Physical Development and Health 22.B.4 Explain social and economic effects of health problems on individuals and society (e.g., cost of health care, reduction in productivity 22.B.5 Analyze how public health policies, laws and the media function to prevent and control illness (e.g., product and food labeling, food safety and handling, school immunizations) 22.C.4 Analyze how environmental conditions can affect health on a large scale (e.g., acid rain, oil spills, solid waste contamination, nuclear leaks, ozone depletion) 22.C.5 Compare and contrast how individuals, communities and states prevent and correct health-threatening environmental problems (e.g., recycling, banning leaf burning, restaurant inspections, OSHA standards in the workplace 24.A.4a Describe the effects (e.g., economic losses, threats to personal safety) of conflict and violence upon the health of individuals, families and communities 24.A.5 Compare and contrast strategies to prevent conflict and resolve differences Last Updated 10/28/2009 I-SAIL 95

96 Social & Emotional Learning SEL- 3A: Consider ethical, safety, and societal factors in making decisions SEL-3B: Apply decision-making skills to deal responsibly with daily academic and social situations Last Updated 10/28/2009 I-SAIL 96

97 Grades 9-12: Standard 4: Appreciates literature and other creative expressions of information and pursues information related to personal interests and aesthetic growth Is a competent and self-motivated reader Develops a background in types of literature and literary elements Derives meaning from information presented creatively in a variety of formats Seeks information related to personal well-being, such as career interests, community involvement, health matters, and recreational pursuits Designs, develops and evaluates information products and solutions related to personal interests LIBRARY BENCHMARKS OBJECTIVES ILLINOIS STATE LEARNING STANDARDS AASL STANDARDS FOR THE 21ST CENTURY LEARNER A. Uses both text and visuals to understand literature B. Selects a "just right" book independently for personal reading C. Distinguishes between different types and elements of literature D. Analyzes and understands information presented creatively in a variety of nontextual formats E. Seeks information related to personal interests F. Selects resources and materials based on interest, need and appropriateness 1. Applies guidelines for choosing a just right book during literature selection 2. Reads or listens to traditional world literature/folklore (nursery rhymes, fairy tales, pourqoui tales, trickster tales, fables, tall tales, legends, myths) 3. Reads or listens to types of fiction in picture book and novel format (realistic fiction, historical fiction, fantasy, science fiction) 4. Reads or listens to nonfiction (biography, information books, poetry) 5. Increases understanding of literary elements of plot, character, setting, theme, point of view 6. Increases understanding of literature by participating in discussion English 1.B.4a Preview reading materials, clarify meaning, analyze overall themes and coherence, and relate reading with information from other sources 1.B.5a Relate reading to prior knowledge and experience and make connections to related information 1.B.4b Analyze, interpret and compare a variety of texts for purpose, structure, content, detail and effect 1.B.5b Analyze the defining characteristics and structures of a variety of complex literary genres and describe how genre affects the meaning and function of the texts 1.B.4c Read age-appropriate material with fluency and accuracy 1.B.5c Evaluate a variety of compositions for purpose, structure, content and details for use in school or at work 1.B.5d Read age-appropriate material with fluency and accuracy 1.C.4a Use questions and predictions to guide reading 1.C.5a Use questions and predictions to guide reading across complex materials 1.C.4b Explain and justify an interpretation of a Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn Recognize new knowledge and understanding Develop directions for future investigations Read, view, and listen for pleasure and personal growth Read widely and fluently to make connections with self, the world, and previous reading Respond to literature and creative expressions of ideas in various formats and genres. Last Updated 10/28/2009 I-SAIL 97

98 (opinions & responses, compare/contrast, inferences, predictions) 7. Reads or listens to a variety of authors and illustrators 8. Engages in an in-depth study of an author's and/or illustrator's body of work 9. Is acquainted with awardwinning literature 10. Responds to literature by participating in a variety of activities such as storytelling, drama, puppetry, finger plays, songs, poetry, reader's theater or visual arts 11. Utilizes a variety of formats (magazines, books, non-print, electronic resources, newspapers) 12. Reads for pleasure, to learn and to solve information needs 13. Seeks answers to questions 14. Explores topics of interest 15. Uses libraries, library resources, the Internet, and other information sources Is introduced to a variety of formats (magazines, books, nonprint, electronic resources, newspapers) text 1.C.5b Analyze and defend an interpretation of text 1.C.4c Interpret, evaluate and apply information from a variety of sources to other situations (e.g., academic, vocational, technical, personal) 1.C.5c Critically evaluate information from multiple sources 1.C.4d Summarize and make generalizations from content and relate them to the purpose of the material 1.C.5d Summarize and make generalizations from content and relate them to the purpose of the material 1.C.4e Analyze how authors and illustrators use text and art to express and emphasize their ideas (e.g., imagery, multiple points of view) 1.C.5e Evaluate how authors and illustrators use text and art across materials to express their ideas (e.g., complex dialogue, persuasive techniques) 1.C.4f Interpret tables, graphs and maps in conjunction with related text 1.C.5f Use tables, graphs and maps to challenge arguments, defend conclusions and persuade others 2.A.4a Analyze and evaluate the effective use of literary techniques (e.g., figurative language, allusion, dialogue, description, symbolism, word choice, dialect) in classic and contemporary literature representing a variety of forms and media 2.A.5a Compare and evaluate oral, written or viewed works from various eras and traditions and analyze complex literary devices (e.g., structures, images, forms, foreshadowing, flashbacks, stream of consciousness) 2.A.4b Explain relationships between and among literary elements including character, plot, setting, theme, conflict and resolution and their influence on the Seek information for personal learning in a variety of formats and genres Connect ideas to own interests and previous knowledge and experience Organize personal knowledge in a way that can be called upon easily Use social networks and information tools to gather and share information Display curiosity by pursuing interests through multiple resources Demonstrate motivation by seeking information to answer personal questions and interests, trying a variety of formats and genres, and displaying a willingness to go beyond academic requirements Maintain openness to new ideas by considering divergent opinions, changing opinions or conclusions when evidence supports the change, and seeking information about new ideas encountered through academic or personal experiences Show an appreciation for literature by electing to read for pleasure and expressing an interest in various literary genres Recognize that resources are created for a variety of purposes Seek opportunities for pursuing personal and aesthetic growth Identify own areas of interest Recognize the limits of own personal knowledge Recognize how to focus the efforts in personal learning Interpret new information based on cultural and social context Develop personal criteria for gauging how effectively own ideas are expressed Evaluate own ability to select resources that are engaging and appropriate for personal interests and needs. Last Updated 10/28/2009 I-SAIL 98

99 effectiveness of the literary piece 2.A.5b Evaluate relationships between and among character, plot, setting, theme, conflict and resolution and their influence on the effectiveness of a literary piece 2.A.4c Describe relationships between the author s style, literary form (e.g., short stories, novels, drama, fables, biographies, documentaries, poetry, essays) and intended effect on the reader 2.A.5c Analyze the development of form (e.g., short stories, essays, speeches, poetry, plays, novels) and purpose in American literature and literature of other countries 2.A.4d Describe the influence of the author s language structure and word choice to convey the author s viewpoint 2.A.5d Evaluate the influence of historical context on form, style and point of view for a variety of literary works 2.B.4a Critique ideas and impressions generated by oral, visual, written and electronic materials 2.B.5a Analyze and express an interpretation of a literary work 2.B.4b Analyze form, content, purpose and major themes of American literature and literature of other countries in their historical perspectives 2.B.5b Apply knowledge gained from literature as a means of understanding contemporary and historical economic, social and political issues and perspectives 2.B.4c Discuss and evaluate motive, resulting behavior and consequences demonstrated in literature 5.A.4a Demonstrate a knowledge of strategies needed to prepare a credible research report (e.g., notes, planning sheets) 5.A.5a Develop a research plan using multiple forms of data 5.A.4b Design and present a project (e.g., research report, scientific study, career/higher education opportunities) Last Updated 10/28/2009 I-SAIL 99

100 using various formats from multiple sources 5.A.5b Research, design and present a project to an academic, business or school community audience on a topic selected from among contemporary issues 5.B.4a Choose and evaluate primary and secondary sources (print and non print) for a variety of purposes 5.B.5a Evaluate the usefulness of information, synthesize information to support a thesis, and present information in a logical manner in oral and written forms 5.B.4b Use multiple sources and multiple formats; cite according to standard style manuals 5.B.5b Credit primary and secondary sources in a form appropriate for presentation or publication for a particular audience 5.C.4a Plan, compose, edit and revise information (e.g., brochures, formal reports, proposals, research summaries, analyses, editorials, articles, overheads, multimedia displays) for presentation to an audience 5.C.5a Using contemporary technology, create a research presentation or prepare a documentary related to academic, technical or occupational topics and present the findings in oral or multimedia formats 5.C.4b Produce oral presentations and written documents using supportive research and incorporating contemporary technology 5.C.5b Support and defend a thesis statement using various references including media and electronic resources 5.C.4c Prepare for and participate in formal debates Math 6.A.5 Perform addition, subtraction and multiplication of complex numbers and graph the results in the complex plane 6.B.4 Select and use appropriate arithmetic Last Updated 10/28/2009 I-SAIL 100

101 operations in practical situations including calculating wages after taxes, developing a budget and balancing a checkbook 6.C.4 Determine whether exact values or approximations are appropriate (e.g., bid a job, determine gas mileage for a trip) 6.C.5 Determine the level of accuracy needed for computations involving measurement and irrational numbers 6.D.4 Solve problems involving recipes or mixtures, financial calculations and geometric similarity using ratios, proportions and percents 6.D.5 Solve problems involving loans, mortgages and other practical applications involving geometric patterns of growth 7.C.4b Interpret scale drawings and models using maps and blueprints 8.A.4b Represent mathematical patterns and describe their properties using variables and mathematical symbols 8.B.4a Represent algebraic concepts with physical materials, words, diagrams, tables, graphs, equations and inequalities and use appropriate technology/ 8.C.4b Apply algebraic properties and procedures with matrices, vectors, functions and sequences using data found in business, industry and consumer situations 8.D.4 Formulate and solve linear and quadratic equations and linear inequalities algebraically and investigate nonlinear inequalities using graphs, tables, calculators and computers 9.A.4a Construct a model of a threedimensional figure from a two-dimensional pattern 9.A.4b Make perspective drawings, tessellations and scale drawings, with and without the use of technology 9.A.5 Use geometric figures and their properties to solve problems in the arts, the physical and life sciences and the building trades, with and without the use of Last Updated 10/28/2009 I-SAIL 101

102 technology 9.B.5 Construct and use two- and threedimensional models of objects that have practical applications (e.g., blueprints, topographical maps, scale models 10.A.4a Represent and organize data by creating lists, charts, tables, frequency distributions, graphs, scatterplots and boxplot 10.A.5 Construct a statistics-based presentation, individually and as members of a team, to communicate and justify the results of a project Physical Development and Health 21.A.4c Complete a given task on time 22.A.4b Analyze possible outcomes of effective health promotion and illness prevention (e.g., reduction in stress, improved fitness, lessened likelihood of injury and illness) 22.A.5b Evaluate the effectiveness of health promotion and illness prevention methods using data from actual situations (e.g., impact of worksite health promotion programs 22.A.4c Demonstrate basic procedures in injury prevention and emergency care that can be used in the home, workplace, and community (e.g., first aid, CPR) 22.A.5c Explain how health and safety problems have been altered by technology, media and medicine (e.g., product testing; control of polio; advanced surgical techniques; improved treatments for cancer, diabetes and heart disease; worksite safety management) 22.A.4d Research and report about a career involved in health promotion, health care and injury prevention 24.B.4 Explain how decision making affects the achievement of individual health goals 24.B.4 Explain how decision making affects the achievement of individual health goals Last Updated 10/28/2009 I-SAIL 102

103 Fine Arts 26.B.4b Drama: Create and perform an ensemble drama or theatre scene using research, collaboration, characterization and staging in combination with aural and visual technologies (e.g., video, lights, sets, costumes, make-up, sound, props) Last Updated 10/28/2009 I-SAIL 103

104 Grades 9-12: Standard 5: Understands and practices Internet safety when using any social electronic media for educational or leisure purposes. Practices strategies that promote personal safety and protect online and offline reputation Recognizes a variety of networked environments as public places that are governed by codes of behavior Knows how to protect electronic devices from harm in an online environment LIBRARY BENCHMARKS OBJECTIVES ILLINOIS STATE LEARNING STANDARDS AASL STANDARDS FOR THE 21ST CENTURY LEARNER Last Updated 10/28/2009 I-SAIL 104

105 WIKI Resources: To view additional resources including lesson plans, webquests, booklists, and more visit the accompanying WIKI at You may also add resources to this wiki by creating a free account and becoming a member of the WIKI. Last Updated 10/28/2009 I-SAIL 105

106 Illinois Standards Aligned Instruction for Libraries -Technology Specific Version- Last Updated 10/28/2009 I-SAIL 106

107 Table of Contents: A Note on the Purpose and Use of the Technology Related Version Page 108 Grades K-2 Technology Curriculum Pages Grades 3-5 Technology Curriculum Pages Grades 6-8 Technology Curriculum Pages Grades 9-12 Technology Curriculum Pages Last Updated 10/28/2009 I-SAIL 107

108 I-Sail Technology Standards 108 A Note on the Purpose and Use of the Technology Related Version: During the creation of the I-SAIL document, the committee was questioned specifically about how the contents would address the needs of school librarians looking for resources that address the Illinois General Assembly s requirement for schools to have an Internet Safety Curriculum (Public Act ) or those looking to meet other technology standards. To meet this need, the technology version of the document was created. While the I-SAIL Standards, Benchmarks, and Objectives in this document have remained the same as in the original version, those items that pertain directly to technology have been bolded. In the final two columns that contain the Illinois State Learning Standards and the AASL Standards, only those standards that relate to technology have been included. Additionally, we have been graciously allowed to include the NETS Standards that we feel may guide instruction. ISLMA has a task force in place to develop a more specific document relating to Internet Safety. When this document is completed, it will be integrated into I-SAIL as a fully developed Standard 5. Please watch for its release and continue to provide feedback for improving the document and its usefulness. Last Updated 10/28/2009 I-SAIL 108

109 I-Sail Technology Standards 109 Technology Related Standards for Grades K-2 Last Updated 10/28/2009 I-SAIL 109

110 I-Sail Technology Standards 110 Technology Grades K-2: Standard 1: Accesses information safely, efficiently and effectively to inquire, think critically, and gain knowledge. Recognizes the need for information Formulates questions based on information needs Identifies a variety of potential sources of information Develops and uses successful strategies for locating information Seeks information from diverse sources, contexts, disciplines and cultures LIBRARY BENCHMARKS OBJECTIVES ILLINOIS STATE LEARNING STANDARDS AASL STANDARDS & NETS-S A. Understands basic organizational pattern of library B. Locates parts of a book 1. Defines difference between fiction and nonfiction 2. Recognizes call number and begins to understand grouping of materials by call number 3. Asks a question about finding a book 4. Identifies author, title, title page, illustrator, cover, spine English 1.B.1b Identify genres (forms and purposes) of fiction, nonfiction, poetry and electronic literary forms Math 10.B.1a Formulate questions of interest and design surveys or experiments to gather data Social Sciences 16.A.1b Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources) 17.A.1b Identify the characteristics and purposes of geographic representations including maps, globes, graphs, photographs, software, digital images and be able to locate specific places using each AASL Standards Find, evaluate, and select appropriate sources to answer questions Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning Demonstrate creativity by using multiple resources and formats. NETS-S 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. Last Updated 10/28/2009 I-SAIL 110

111 I-Sail Technology Standards 111 Technology Grades K-2: Standard 2: Evaluates information critically and competently to draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge Determines accuracy, relevance, and comprehensiveness Distinguishes among fact, point of view, and opinion Identifies inaccurate and misleading information Selects information appropriate to the problem or question at hand LIBRARY BENCHMARKS OBJECTIVES ILLINOIS STATE LEARNING STANDARDS AASL STANDARDS & NETS-S A. Differentiates between fact and fiction B. Identifies appropriate sources of information C. Finds facts to answers in more than one source. 1. Uses headings, subheadings, table of contents, index 2. Identifies the appropriate use of reference materials, e.g. print and/or non-print encyclopedia, atlas, non-fiction book, website, etc. 3. Identifies the names of sources used. 4. Organizes information into different forms 5. Draw a conclusion about the main idea 6. Create individual or collaborative projects to share with others English 5.A.1b Locate information using a variety of resources 5.B.1b Cite sources used 5.C.1b Use print, non-print, human and technological resources to acquire and use information Math 10.B.1a Formulate questions of interest and design surveys or experiments to gather data 7.A.1b Measure units of time using appropriate instruments (e.g., calendars, clocks, watches both analog and digital) 9.C.1 Draw logical conclusions and communicate reasoning about simple geometric figures and patterns using concrete materials, diagrams and contemporary technology 10.B.1c Analyze data, draw conclusions and communicate the results Social Sciences 16.A.1b Ask historical questions and seek out answers from historical sources (e.g., AASL Standards Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. NETS-S 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: b. create original works as a means of personal or group expression. 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of Last Updated 10/28/2009 I-SAIL 111

112 I-Sail Technology Standards 112 myths, biographies, stories, old photographs, artwork, other visual or electronic sources) media and formats. d. contribute to project teams to produce original works or solve problems. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: c. collect and analyze data to identify solutions and/or make informed decisions. d. use multiple processes and diverse perspectives to explore alternative solutions. 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. Last Updated 10/28/2009 I-SAIL 112

113 I-Sail Technology Standards 113 Technology Grades K-2: Standard 3: Uses information accurately, creatively, and ethically to share knowledge and participate ethically and productively as members of our democratic society Organizes information for practical application Integrates new information into one's own knowledge Produces and communicates information and ideas in appropriate formats Devises strategies for revising and improving process and product Practices ethical behavior in regard to information and information technology (including freedom of speech, censorship, copyright and plagiarism) LIBRARY BENCHMARKS OBJECTIVES ILLINOIS STATE LEARNING STANDARDS AASL STANDARDS & NETS-S A. Communicates results of information search in format appropriate for content B. Understands the need for citing sources of information (copyright) C. Applies Internet guidelines and protocols as defined in the district s policies 1. Edits, formats, spell checks, saves, proofreads, and prints original documents using a word processor 2. Collaborates with other students to solve information problems 3. Organizes information using such techniques as graphic organizers, storyboarding or webbing 4. Creates products using multimedia techniques 5. Presents the results of information search in a new form 6. Presents, performs or shares a product successfully 7. Evaluates projects 8. Recognizes the need for English 3.C.1b Create media compositions or productions which convey meaning visually for a variety of purposes 4.A.1d Use visually oriented and auditory based media 5.A.1b Locate information using a variety of resources 5.B.1a Select and organize information from various sources for a specific purpose 5.B.1b Cite sources used 5.C.1b Use print, non print, human and technological resources to acquire and use information Math 7.A.1b Measure units of time using appropriate instruments (e.g., calendars, clocks, watches both analog and digital) 7.B.1b Compare estimated measures to actual measures taken with appropriate measuring instruments 10.A.1a Organize and display data using AASL Standards Respect copyright/intellectual property rights of creators and producers Use the writing process, media and visual literacy, and technology skills to create products that express new understandings Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess Use information and technology ethically and responsibly Use information and knowledge in the service of democratic values Participate in the social exchange of ideas, both electronically and in person Practice safe and ethical behaviors in personal electronic communication and interaction NETS-S 1. Creativity and Innovation Last Updated 10/28/2009 I-SAIL 113

114 I-Sail Technology Standards 114 citing sources and pictures, tallies, tables, charts or bar graphs Students demonstrate creative thinking, begins to make simple construct knowledge, and develop innovative bibliographies Social Sciences products and processes using technology. 9. Respects different points 14.C.1 Identify concepts of responsible Students: of view and opinions citizenship including respect for the law, b. create original works as a means of personal 10. Understands and patriotism, civility and working with others or group expression. follows Internet safety 2. Communication and Collaboration guidelines in regards to Social & Emotional Learning Students use digital media and environments to social networking sites, SEL- 3A: Consider ethical, safety, and societal communicate and work collaboratively, , chat factors in making decisions including at a distance, to support individual applications, bulletin SEL-3B: Apply decision-making skills to deal learning and contribute to the learning of others. boards. responsibly with daily academic and social Students: 11. Reports and/or avoids situations a. interact, collaborate, and publish with peers, harassing, deceptive, experts, or others employing a variety of fraudulent, or illegal digital environments and media. resources and b. communicate information and ideas effectively communication. to multiple audiences using a variety of media and formats. d. contribute to project teams to produce original works or solve problems. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. d. process data and report results. 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions. d. use multiple processes and diverse perspectives to explore alternative solutions. 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice Last Updated 10/28/2009 I-SAIL 114

115 I-Sail Technology Standards 115 legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. d. exhibit leadership for digital citizenship. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. b. select and use applications effectively and productively. d. transfer current knowledge to learning of new technologies. Last Updated 10/28/2009 I-SAIL 115

116 I-Sail Technology Standards 116 Technology Grades K-2: Standard 4: Appreciates literature and other creative expressions of information and pursues information related to personal interests and aesthetic growth Is a competent and self-motivated reader Develops a background in types of literature and literary elements Derives meaning from information presented creatively in a variety of formats Seeks information related to personal well-being, such as career interests, community involvement, health matters, and recreational pursuits Designs, develops and evaluates information products and solutions related to personal interests LIBRARY BENCHMARKS OBJECTIVES ILLINOIS STATE LEARNING STANDARDS AASL STANDARDS & NETS-S A. Uses both text and visuals to understand literature B. Selects a "Just Right" book independently for personal reading C. Distinguishes between different types and elements of literature D. Analyzes and understands information presented creatively in a variety of nontextual formats E. Seeks information related to personal interests F. Selects resources and materials based on interest, need and appropriateness 1. Applies guidelines for choosing a Just Right book during literature selection 2. Reads or listens to traditional world literature/folklore (nursery rhymes, fairy tales, pourqoui tales, trickster tales, fables, tall tales, legends, myths) 3. Reads or listens to types of fiction in picture book and novel format (realistic fiction, historical fiction, fantasy, science fiction) 4. Reads or listens to nonfiction (biography, information books, poetry) 5. Increases understanding English 1.B.1b Identify genres (forms and purposes) of fiction, nonfiction, poetry and electronic literary forms 5.A.1b Locate information using a variety of resources 5.B.1a Select and organize information from various sources for a specific purpose 5.B.1b Cite sources used 5.C.1b Use print, non print, human and technological resources to acquire and use information Math 9.C.1 Draw logical conclusions and communicate reasoning about simple geometric figures and patterns using concrete materials, diagrams and contemporary technology AASL Standards Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn Read, view, and listen for pleasure and personal growth : Respond to literature and creative expressions of ideas in various formats and genres : Seek information for personal learning in a variety of formats and genres : Display curiosity by pursuing interests through multiple resources : Demonstrate motivation by seeking information to answer personal questions and interests, trying a variety of formats and genres, and displaying a willingness to go beyond academic requirements : Recognize that resources are created for a variety of purposes. Last Updated 10/28/2009 I-SAIL 116

117 I-Sail Technology Standards 117 of literary elements of plot, character, setting, theme, point of view 6. Increases understanding of literature by participating in discussion (opinions & responses, compare/contrast, inferences, predictions) 7. Reads or listens to a variety of authors and illustrators 8. Engages in an in-depth study of an author's and/or illustrator's body of work 9. Is acquainted with award-winning literature 10. Responds to literature by participating in a variety of activities such as storytelling, drama, puppetry, finger plays, songs, poetry, reader's theater or visual arts 11. Is introduced to and utilizes a variety of formats (magazines, books, non-print, electronic resources, newspapers) 12. Reads for pleasure, to learn and to solve information needs 13. Seeks answers to questions 14. Explores topics of interest 15. Uses libraries, library NETS-S 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: c. use models and simulations to explore complex systems and issues. 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: c. collect and analyze data to identify solutions and/or make informed decisions. d. use multiple processes and diverse perspectives to explore alternative solutions. 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using Last Updated 10/28/2009 I-SAIL 117

118 I-Sail Technology Standards 118 resources, the Internet, and other information sources technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: b. select and use applications effectively and productively. d. transfer current knowledge to learning of new technologies. Last Updated 10/28/2009 I-SAIL 118

119 I-Sail Technology Standards 119 Technology Grades K-2: Standard 5: Understands and practices Internet safety when using any social electronic media for educational or leisure purposes. Practices strategies that promote personal safety and protect online and offline reputation Recognizes a variety of networked environments as public places that are governed by codes of behavior Knows how to protect electronic devices from harm in an online environment LIBRARY BENCHMARKS OBJECTIVES ILLINOIS STATE LEARNING STANDARDS AASL STANDARDS FOR THE 21ST CENTURY LEARNER Last Updated 10/28/2009 I-SAIL 119

120 I-Sail Technology Standards 120 Technology Related Standards for Grades 3-5 Last Updated 10/28/2009 I-SAIL 120

121 I-Sail Technology Standards 121 Technology Grades 3-5: Standard 1: Accesses information safely, efficiently and effectively to inquire, think critically, and gain knowledge. Recognizes the need for information Formulates questions based on information needs Identifies a variety of potential sources of information Develops and uses successful strategies for locating information Seeks information from diverse sources, contexts, disciplines and cultures LIBRARY BENCHMARKS OBJECTIVES ILLINOIS STATE LEARNING STANDARDS AASL STANDARDS & NETS-S A. Explains an information need B. Understands the concept of keywords 1. Asks a question about finding a book or locating information in a print or non-print source 2. Begins to use print and/or non-print dictionary, encyclopedia, atlas 3. Begins to use table of contents and index 4. Identifies author, title, title page, illustrator, cover, spine, publisher, copyright date of print and/or nonprint resources 5. Begins to determine possible print and/or nonprint resources and select the most English 5.A.1b Locate information using a variety of resources 5.B.1a Select and organize information from various sources for a specific purpose 5.B.1b Cite sources used 5.C.1b Use print, non print, human and technological resources to acquire and use information 5.A.2b Organize and integrate information from a variety of sources (e.g., books, interviews, library reference materials, web- sites, CD/ROMs) 5.B.2a Determine the accuracy, currency and reliability of materials from various sources 5.B.2b Cite sources used 5.C.2a Create a variety of print and non print documents to communicate acquired information for specific audiences and purposes Social Sciences 16.A.2c Ask questions and seek answers by collecting and analyzing data from historic documents, images and other literary and AASL Standards Find, evaluate, and select appropriate sources to answer questions Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning Demonstrate mastery of technology tools for accessing information and pursuing inquiry Demonstrate creativity by using multiple resources and formats Display persistence by continuing to pursue information to gain a broad perspective Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary Seek appropriate help when it is needed. NETS-S 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative Last Updated 10/28/2009 I-SAIL 121

122 I-Sail Technology Standards 122 appropriate 6. Uses strategies to identify keywords 7. Begins to use the electronic library catalog 8. Locates materials on library shelves by call number 9. Begins to understand that information can be found in a variety of sources and formats and recognizes the unique features of each non-literary sources 17.A.2b Use maps and other geographic representations and instruments to gather information about people, places and environments products and processes using technology. Students: c. use models and simulations to explore complex systems and issues. 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. c. develop cultural understanding and global awareness by engaging with learners of other cultures. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: c. collect and analyze data to identify solutions and/or make informed decisions. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. Last Updated 10/28/2009 I-SAIL 122

123 I-Sail Technology Standards 123 b. select and use applications effectively and productively. d. transfer current knowledge to learning of new technologies. Last Updated 10/28/2009 I-SAIL 123

124 I-Sail Technology Standards 124 Technology Grades 3-5: Standard 2: Evaluates information critically and competently to draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge Determines accuracy, relevance, and comprehensiveness Distinguishes among fact, point of view, and opinion Identifies inaccurate and misleading information Selects information appropriate to the problem or question at hand LIBRARY BENCHMARKS OBJECTIVES ILLINOIS STATE LEARNING STANDARDS AASL STANDARDS & NETS-S A. Identifies appropriate sources of information B. Identify facts and details that support main ideas C. Analyze and evaluate new information based on previous experience and knowledge D. Find similar ideas in more than one source E. Question the differences between sources 1. Uses headings, subheadings, table of contents, index 2. Learns beginning note-taking skills 3. Identifies the appropriate use of reference materials, e.g. print and/or non-print encyclopedia, atlas, non-fiction book, website, etc. 4. Uses different clues to determine important ideas in illustrations and text 5. Use common organizational patterns to make sense of information 6. Work in groups to English 1.C.2f Connect information presented in tables, maps and charts to printed or electronic text 5.A.1a Identify questions and gather information 5.A.1b Locate information using a variety of resources 5.B.1a Select and organize information from various sources for a specific purpose 5.C.1b Use print, non print, human and technological resources to acquire and use information 5.A.2b Organize and integrate information from a variety of sources (e.g., books, interviews, library reference materials, web- sites, CD/ROMs) 5.B.2a Determine the accuracy, currency and reliability of materials from various sources 5.B.2b Cite sources used 5.C.2a Create a variety of print and non print documents to communicate acquired information for specific audiences and purposes AASL Standards Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn Consider diverse and global perspectives in drawing conclusions Determine how to act on information (accept, reject, modify). NETS-S 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c. use models and simulations to explore complex systems and issues. Last Updated 10/28/2009 I-SAIL 124

125 create and evaluate projects and information products 7. Cites sources used Math 10.A.2b Using a data set, determine mean, median, mode and range, with and without the use of technology 10.B.2a Formulate questions of interest and select methods to systematically collect data 10.B.2d Interpret results or make relevant decisions based on the data gathered 10.C.2c Determine the probability of an event involving and, or or not I-Sail Technology Standards Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. d. contribute to project teams to produce original works or solve problems. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results. 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions. d. use multiple processes and diverse perspectives to explore alternative solutions. 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and Science 11.B.2b Develop a plan, design and procedure to address the problem identifying constraints (e.g., time, materials, technology) 11.B.2c Build a prototype of the design using available tools and materials 11.B.2d Test the prototype using suitable instruments, techniques and quantitative measurements to record data 11.B.2e Assess test results and the effectiveness of the design using given criteria and noting possible sources of error 13.B.2a Explain how technology is used in science for a variety of purposes (e.g., sample collection, storage and treatment; measurement; data collection, storage and retrieval; communication of information) 13.B.2b Describe the effects on society of scientific and technological innovations (e.g., antibiotics, steam engine, digital computers) 13.B.2c Identify and explain ways that science and technology influence the lives and careers of people 13.B.2e Identify and explain ways that technology changes ecosystems (e.g., dams, highways, buildings, communication networks, power plants) responsible use of information and Last Updated 10/28/2009 I-SAIL 125

126 I-Sail Technology Standards 126 technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. b. select and use applications effectively and productively. d. transfer current knowledge to learning of new technologies. Last Updated 10/28/2009 I-SAIL 126

127 I-Sail Technology Standards 127 Technology Grades 3-5: Standard 3: Uses information accurately, creatively, and ethically to share knowledge and participate ethically and productively as members of our democratic society Organizes information for practical application Integrates new information into one's own knowledge Produces and communicates information and ideas in appropriate formats Devises strategies for revising and improving process and product Practices ethical behavior in regard to information and information technology (including freedom of speech, censorship, copyright and plagiarism) LIBRARY BENCHMARKS OBJECTIVES ILLINOIS STATE LEARNING STANDARDS AASL STANDARDS & NETS-S A. Communicates results of information search in format appropriate for content B. Understands the need for citing sources of information (copyright) C. Applies Internet guidelines and protocols as defined in the district s policies 1. Edits, formats, spell checks, saves, proofreads, and prints original documents using a word processor 2. Collaborates with other students to solve information problems 3. Organizes information using such techniques as graphic organizers, storyboarding or webbing 4. Creates products using multimedia techniques 5. Presents the results of information search in a new way 6. Presents, performs or shares a product successfully English 1.C.3c Compare, contrast and evaluate ideas and information from various sources and genres 3.B.3b Edit and revise for word choice, organization, consistent point of view and transitions among paragraphs using contemporary technology and formats suitable for submission and/or publication 3.C.3b Using available technology, produce compositions and multimedia works for specified audiences 4.B.3a Deliver planned oral presentations, using language and vocabulary appropriate to the purpose, message and audience; provide details and supporting information that clarify main ideas; and use visual aids and contemporary technology as support 4.B.3b Design and produce reports and multimedia compositions that represent group projects 5.A.3a Identify appropriate resources to solve problems or answer questions through research AASL Standards Respect copyright/intellectual property rights of creators and producers Use the writing process, media and visual literacy, and technology skills to create products that express new understandings Participate and collaborate as members of a social and intellectual network of learners Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess Use information and technology ethically and responsibly Use information and knowledge in the service of democratic values Respect the principles of intellectual freedom Participate in the social exchange of ideas, both electronically and in person Practice safe and ethical behaviors in personal electronic communication and interaction. Last Updated 10/28/2009 I-SAIL 127

128 7. Evaluates projects 8. Recognizes the need for citing sources and begins to make simple bibliographies 9. Respects different points of view and opinions 10. Understands and follows Internet safety guidelines in regards to social networking sites, , chat applications, bulletin boards 11. Reports and/or avoids harassing, deceptive, fraudulent, or illegal resources and communication 5.B.3a Choose and analyze information sources for individual, academic and functional purposes 5.B.3b Identify, evaluate and cite primary sources 5.C.3a Plan, compose, edit and revise documents that synthesize new meaning gleaned from multiple sources 5.C.3c Take notes, conduct interviews, organize and report information in oral, visual and electronic formats Math 9.A.2c Describe and draw representations of geometric relationships, patterns, symmetries, and designs in two- and threedimensions with and without technology 10.A.2a Organize and display data using pictures, tallies, tables, charts, bar graphs, line graphs, line plots and stem-and-leaf graphs 10.B.2b Collect, organize and display data using tables, charts, bar graphs, line graphs, circle graphs, line plots and stem-and-leaf graphs Science 11.A.2c Construct charts and visualizations to display data 11.A.2e Report and display the results of individual and group investigations 11.B.2b Develop a plan, design and procedure to address the problem identifying constraints (e.g., time, materials, technology) 11.B.2c Build a prototype of the design using available tools and materials 11.B.2f Report test design, test process and test results 13.A.2c Explain why keeping accurate and detailed records is important 13.B.2a Explain how technology is used in science for a variety of purposes (e.g., I-Sail Technology Standards 128 NETS-S 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. d. contribute to project teams to produce original works or solve problems. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. d. process data and report results. 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, Last Updated 10/28/2009 I-SAIL 128

129 I-Sail Technology Standards 129 sample collection, storage and treatment; measurement; data collection, storage and retrieval; communication of information) 13.B.2b Describe the effects on society of scientific and technological innovations (e.g., antibiotics, steam engine, digital computer) 13.B.2c Identify and explain ways that science and technology influence the lives and careers of people 13.B.2e Identify and explain ways that technology changes ecosystems (e.g., dams, highways, buildings, communication networks, power plants) Social Science 14.C.2 Describe and evaluate why rights and responsibilities are important to the individual, family, community, workplace, state and nation (e.g., voting, protection under the law) 18.B.2a Describe interactions of individuals, groups and institutions in situations drawn from the local community (e.g., local response to state and national reforms) 18.B.2b Describe the ways in which institutions meet the needs of society 14.F.2 Identify consistencies and inconsistencies between expressed United States political traditions and ideas and actual practices (e.g., freedom of speech, right to bear arms, slavery, voting rights) learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. b. select and use applications effectively and productively. c. troubleshoot systems and applications. d. transfer current knowledge to learning of new technologies. Social & Emotional Learning SEL- 3A: Consider ethical, safety, and societal factors in making decisions SEL-3B: Apply decision-making skills to deal responsibly with daily academic and social situations Last Updated 10/28/2009 I-SAIL 129

130 I-Sail Technology Standards 130 Technology Grades 3-5: Standard 4: Appreciates literature and other creative expressions of information and pursues information related to personal interests and aesthetic growth Is a competent and self-motivated reader Develops a background in types of literature and literary elements Derives meaning from information presented creatively in a variety of formats Seeks information related to personal well-being, such as career interests, community involvement, health matters, and recreational pursuits Designs, develops and evaluates information products and solutions related to personal interests LIBRARY BENCHMARKS OBJECTIVES ILLINOIS STATE LEARNING STANDARDS AASL STANDARDS & NETS-S A. Uses both text and visuals to understand literature B. Selects a "Just Right" book independently for personal reading C. Distinguishes between different types and elements of literature D. Analyzes and understands information presented creatively in a variety of nontextual formats E. Seeks information related to personal interests F. Selects resources and materials based on interest, need and appropriateness 1. Applies guidelines for choosing a Just Right book during literature selection 2. Reads or listens to traditional world literature/folklore (nursery rhymes, fairy tales, pourqoui tales, trickster tales, fables, tall tales, legends, myths) 3. Reads or listens to types of fiction in picture book and novel format (realistic fiction, historical fiction, fantasy, science fiction) 4. Reads or listens to nonfiction (informational text including biography and poetry).english 2.A.2c Identify definitive features of literary forms (e.g., realistic fiction, historical fiction, fantasy, narrative, nonfiction, biography, plays, electronic literary forms) 5.A.2b Organize and integrate information from a variety of sources (e.g., books, interviews, library reference materials, websites, CD/ROMs) 5.B.2a Determine the accuracy, currency and reliability of materials from various sources 5.B.2b Cite sources used 5.C.2a Create a variety of print and non print documents to communicate acquired information for specific audiences and purposes Math 9.A.2c Describe and draw representations of geometric relationships, patterns, symmetries, and designs in two- and threedimensions with and without technology 10.A.2a Organize and display data using pictures, tallies, tables, charts, bar graphs, line graphs, line plots and stem-and-leaf AASL Standards Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn : Use social networks and information tools to gather and share information : Display curiosity by pursuing interests through multiple resources : Demonstrate motivation by seeking information to answer personal questions and interests, trying a variety of formats and genres, and displaying a willingness to go beyond academic requirements : Recognize that resources are created for a variety of purposes : Seek opportunities for pursuing personal and aesthetic growth : Evaluate own ability to select resources that are engaging and appropriate for personal interests and needs. Last Updated 10/28/2009 I-SAIL 130

131 I-Sail Technology Standards Increases graphs NETS-S understanding of 10.B.2b Collect, organize and display data 3. Research and Information Fluency literary elements of using tables, charts, bar graphs, line graphs, Students apply digital tools to gather, evaluate, plot, character, circle graphs, line plots and stem-and-leaf and use information. Students: setting, theme, point graphs b. locate, organize, analyze, evaluate, synthesize, of view and ethically use information from a variety 6. Increases Social Sciences of sources and media. understanding of 18.A.2 Explain ways in which language, stories, c. evaluate and select information sources and literature by folk tales, music, media and artistic digital tools based on the appropriateness to participating in creations serve as expressions of culture specific tasks. discussion (opinions 4. Critical Thinking, Problem Solving, and & responses, Decision Making compare/contrast, Students use critical thinking skills to plan and inferences, conduct research, manage projects, solve predictions) problems, and make informed decisions using 7. Reads or listens to a appropriate digital tools and resources. Students: variety of authors c. collect and analyze data to identify solutions and illustrators and/or make informed decisions. 8. Engages in an indepth study of an perspectives to explore alternative solutions. d. use multiple processes and diverse author's and/or 5. Digital Citizenship illustrator's body of Students understand human, cultural, and work societal issues related to technology and practice 9. Is acquainted with legal and ethical behavior. Students: award-winning b. exhibit a positive attitude toward using literature technology that supports collaboration, 10. Responds to literature learning, and productivity. by participating in a c. demonstrate personal responsibility for variety of activities lifelong learning. such as storytelling, 6. Technology Operations and Concepts drama, puppetry, Students demonstrate a sound understanding of fingerplays, songs, technology concepts, systems, and operations. poetry, reader's Students: theater or visual arts a. understand and use technology systems. 11. Is introduced to and b. select and use applications effectively and utilizes a variety of productively. formats (magazines, books, non-print, electronic resources, newspapers) 12. Reads for pleasure, to learn and to solve Last Updated 10/28/2009 I-SAIL 131

132 I-Sail Technology Standards 132 information needs 13. Seeks answers to questions 14. Explores topics of interest 15. Uses libraries, library resources, the Internet, and other information sources Last Updated 10/28/2009 I-SAIL 132

133 I-Sail Technology Standards 133 Technology Grades 3-5: Standard 5: Understands and practices Internet safety when using any social electronic media for educational or leisure purposes. Practices strategies that promote personal safety and protect online and offline reputation Recognizes a variety of networked environments as public places that are governed by codes of behavior Knows how to protect electronic devices from harm in an online environment LIBRARY BENCHMARKS OBJECTIVES ILLINOIS STATE LEARNING STANDARDS AASL STANDARDS FOR THE 21ST CENTURY LEARNER Last Updated 10/28/2009 I-SAIL 133

134 I-Sail Technology Standards 134 Technology Related Standards for Grades 6-8 Last Updated 10/28/2009 I-SAIL 134

135 I-Sail Technology Standards 135 Technology Grades 6-8: Standard 1: Accesses information safely, efficiently and effectively to inquire, think critically, and gain knowledge. Recognizes the need for information Formulates questions based on information needs Identifies a variety of potential sources of information Develops and uses successful strategies for locating information Seeks information from diverse sources, contexts, disciplines and cultures LIBRARY BENCHMARKS A. Demonstrates skill in using electronic catalog B. Locates materials on library shelves by call number C. Uses print and electronic sources to safely access, extract and process information D. Understands scope, depth and potential usefulness of a variety of available information resources E. Uses search and navigational features of print and electronic sources to efficiently access information OBJECTIVES 1. Formulates a question about a topic 2. Identifies appropriate keywords to use as access points in an information search within print and/or non-print sources 3. Generates a list of possible resources and determines which are useful 4. Searches library catalog by keyword, author, title 5. Identifies and records call numbers 6. Locates materials on library shelves by call number 7. Finds information within print and/or non-print sources ILLINOIS STATE LEARNING STANDARDS. English 5.A.3a Identify appropriate resources to solve problems or answer questions through research 5.A.3b Design a project related to contemporary issues (e.g., real-world math, career development, community service) using multiple sources 5.B.3a Choose and analyze information sources for individual, academic and functional purposes 5.B.3b Identify, evaluate and cite primary sources 5.C.3a Plan, compose, edit and revise documents that synthesize new meaning gleaned from multiple sources 5.C.3c Take notes, conduct interviews, organize and report information in oral, visual and electronic formats Math 9.C.3b Develop and solve problems using geometric relationships and models, with AASL STANDARDS & NETS-S AASL Standards Find, evaluate, and select appropriate sources to answer questions Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias Demonstrate mastery of technology tools for accessing information and pursuing inquiry Demonstrate creativity by using multiple resources and formats Follow ethical and legal guidelines in gathering and using information Use information technology responsibly Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary Seek appropriate help when it is needed. Last Updated 10/28/2009 I-SAIL 135

136 8. Uses table of contents, index and glossary 9. Recognizes author, title, publisher, copyright date of print and/or nonprint resources 10. Begins to understand visual literacy clues 11. Articulates an information need 12. Formulates questions to refine an information need 13. Generates appropriate keywords to use as access points in a search 14. Is aware of the scope and depth of various resources 15. Demonstrates skill using the electronic library catalog 16. Conducts effective searches using electronic resources 17. Accesses internet information effectively 18. Navigates within print and electronic resources to locate and access information and without the use of technology 10.A.3c Test the reasonableness of an argument based on data and communicate their findings 10.B.3 Formulate questions (e.g., relationships between car age and mileage, average incomes and years of schooling), devise and conduct experiments or simulations, gather data, draw conclusions and communicate results to an audience using traditional methods and contemporary technologies Social Science 17.A.3b Explain how to make and use geographic representations to provide and enhance spatial information including maps, graphs, charts, models, aerial photographs, satellite images I-Sail Technology Standards 136 NETS-S 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: c. use models and simulations to explore complex systems and issues. 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. c. develop cultural understanding and global awareness by engaging with learners of other cultures. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results. 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions Last Updated 10/28/2009 I-SAIL 136

137 I-Sail Technology Standards 137 and/or make informed decisions. d. use multiple processes and diverse perspectives to explore alternative solutions. 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. b. select and use applications effectively and productively. Last Updated 10/28/2009 I-SAIL 137

138 I-Sail Technology Standards 138 Technology Grades 6-8: Standard 2: Evaluates information critically and competently to draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge Determines accuracy, relevance, and comprehensiveness Distinguishes among fact, point of view, and opinion Identifies inaccurate and misleading information Selects information appropriate to the problem or question at hand LIBRARY BENCHMARKS OBJECTIVES ILLINOIS STATE LEARNING STANDARDS AASL STANDARDS & NETS-S A. Evaluates search process B. Examines and evaluates information sources C. Extracts relevant and essential information from sources D. Compare and contrast information found in different sources. E. Draw conclusions based on explicit and implied information. F. Use common organizational patterns to organize information in order to draw conclusions 1. Determines authenticity and relevance of print and non-print information 2. Uses paraphrasing, note taking and other strategies to record results of information searching 3. Identifies and extracts relevant information in print and electronic resources 4. Selects appropriate resources from a list of "hits" obtained in an electronic catalog search 5. Uses conventions of the source to determine usefulness English 5.A.3b Design a project related to contemporary issues (e.g., real-world math, career development, community service) using multiple sources 5.B.3a Choose and analyze information sources for individual, academic and functional purposes 5.B.3b Identify, evaluate and cite primary sources. 5.C.3a Plan, compose, edit and revise documents that synthesize new meaning gleaned from multiple sources 5.C.3c Take notes, conduct interviews, organize and report information in oral, visual and electronic formats Math 8.B.3 Use graphing technology and algebraic methods to analyze and predict linear relationships and make generalizations from linear patterns 8.C.3 Apply the properties of numbers and AASL Standards Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn Use valid information and reasoned conclusions to make ethical decisions Determine how to act on information (accept, reject, modify). NETS-S 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. Last Updated 10/28/2009 I-SAIL 138

139 6. Reads, views, listens to information critically and competently 7. Applies evaluative criteria to print and/or non-print materials to determine the usefulness, relevancy, suitability, authority, objectivity, currency 8. Identifies information relevant and essential to the information need 9. Works in teams to understand concepts and solve problems. 10. Cites all sources used. operations including inverses in algebraic settings derived from economics, business and the sciences 9.C.3b Develop and solve problems using geometric relationships and models, with and without the use of technology 10.A.3a Construct, read and interpret tables, graphs (including circle graphs) and charts to organize and represent data 10.A.3b Compare the mean, median, mode and range, with and without the use of technology 10.A.3c Test the reasonableness of an argument based on data and communicate their findings 10.B.3 Formulate questions (e.g., relationships between car age and mileage, average incomes and years of schooling), devise and conduct experiments or simulations, gather data, draw conclusions and communicate results to an audience using traditional methods and contemporary technologies Science 13.B.3b Identify important contributions to science and technology that have been made by individuals and groups from various cultures 13.B.3c Describe how occupations use scientific and technological knowledge and skills 13.B.3f Apply classroom-developed criteria to determine the effects of policies on local science and technology issues (e.g., energy consumption, landfills, water quality I-Sail Technology Standards 139 b. create original works as a means of personal or group expression. 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions. d. use multiple processes and diverse perspectives to explore alternative solutions. 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and Social Science 16.A.3b Make inferences about historical events and eras using historical maps and other historical sources. technology. Last Updated 10/28/2009 I-SAIL 139

140 I-Sail Technology Standards A.3c Identify the differences between historical fact and interpretation 16.C.3a (W) Describe major economic trends from 1000 to 1500 CE including long distance trade, banking, specialization of labor, commercialization, urbanization and technological and scientific progress b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. b. select and use applications effectively and productively. d. transfer current knowledge to learning of new technologies. Last Updated 10/28/2009 I-SAIL 140

141 I-Sail Technology Standards 141 Technology Grades 6-8: Standard 3: Uses information accurately, creatively, and ethically to share knowledge and participate ethically and productively as members of our democratic society Organizes information for practical application Integrates new information into one's own knowledge Produces and communicates information and ideas in appropriate formats Devises strategies for revising and improving process and product Practices ethical behavior in regard to information and information technology (including freedom of speech, censorship, copyright and plagiarism) LIBRARY BENCHMARKS OBJECTIVES ILLINOIS STATE LEARNING STANDARDS AASL STANDARDS & NETS-S A. Organizes and synthesizes information from multiple sources B. Creates and effectively communicates information and ideas to others C. Understands the concept of plagiarism and cites sources properly D. Applies Internet guidelines and protocols as defined in the district s policies 1. Organizes information from multiple sources in a logical sequence using a graphic organizer 2. Selects an appropriate format for communicating ideas 3. Develops a storyboard 4. Creates a product using technology when appropriate 5. Presents, performs or shares information and ideas successfully 6. Evaluates product or presentation 7. Avoids plagiarism by ethically using information 8. Observes copyright English 3.B.3b Edit and revise for word choice, organization, consistent point of view and transitions among paragraphs using contemporary technology and formats suitable for submission and/or publication 3.C.3b Using available technology, produce compositions and multimedia works for specified audiences 4.B.3a Deliver planned oral presentations, using language and vocabulary appropriate to the purpose, message and audience; provide details and supporting information that clarify main ideas; and use visual aids and contemporary technology as support 4.B.3b Design and produce reports and multimedia compositions that represent group projects 5.A.3a Identify appropriate resources to solve problems or answer questions through research 5.A.3b Design a project related to con- AASL Standards Respect copyright/intellectual property rights of creators and producers Use the writing process, media and visual literacy, and technology skills to create products that express new understandings Use valid information and reasoned conclusions to make ethical decisions Participate and collaborate as members of a social and intellectual network of learners Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess Use information and technology ethically and responsibly Respect the differing interests and experiences of others, and seek a variety of viewpoints Use information and knowledge in the service of democratic values Respect the principles of intellectual Last Updated 10/28/2009 I-SAIL 141

142 guidelines 9. Cites print and nonprint sources in a properly formatted bibliography 10. Understands and follows Internet safety guidelines in regards to social networking sites, , chat applications, bulletin boards. 11. Reports and/or avoids harassing, deceptive, fraudulent, or illegal resources and communication. temporary issues (e.g., real-world math, career development, community service) using multiple sources 5.B.3a Choose and analyze information sources for individual, academic and functional purposes 5.B.3b Identify, evaluate and cite primary sources 5.C.3a Plan, compose, edit and revise documents that synthesize new meaning gleaned from multiple sources 5.C.3c Take notes, conduct interviews, organize and report information in oral, visual and electronic formats Math 8.B.3 Use graphing technology and algebraic methods to analyze and predict linear relationships and make generalizations from linear patterns 9.A.3b Draw transformation images of figures, with and without the use of technology 9.C.3b Develop and solve problems using geometric relationships and models, with and without the use of technology 10.A.3a Construct, read and interpret tables, graphs (including circle graphs) and charts to organize and represent data 10.A.3b Compare the mean, median, mode and range, with and without the use of technology 10.A.3c Test the reasonableness of an argument based on data and communicate their findings 10.B.3 Formulate questions (e.g., relationships between car age and mileage, average incomes and years of schooling), devise and conduct experiments or simulations, gather data, draw conclusions and communicate results to an audience using traditional methods and contemporary technologies I-Sail Technology Standards 142 freedom Participate in the social exchange of ideas, both electronically and in person Practice safe and ethical behaviors in personal electronic communication and interaction NETS-S 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. d. contribute to project teams to produce original works or solve problems. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. d. process data and report results. 5. Digital Citizenship Students understand human, cultural, and Last Updated 10/28/2009 I-SAIL 142

143 I-Sail Technology Standards 143 Science 11.A.3f Interpret and represent results of analysis to produce findings 11.A.3g Report and display the process and results of a scientific investigation 11.B.3f Using available technology, report the relative success of the design based on the test results and criteria Social Science 14.D.3 Describe roles and influences of individuals, groups and media in shaping current Illinois and United States public policy (e.g., general public opinion, special interest groups, formal parties, media) 16.A.3c Identify the differences between historical fact and interpretation 16.C.3c (W) Describe the impact of technology (e.g., weaponry, transportation, printing press, microchips) in different parts of the world, present 17.A.3b Explain how to make and use geographic representations to provide and enhance spatial information including maps, graphs, charts, models, aerial photographs, satellite images societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. b. select and use applications effectively and productively. c. troubleshoot systems and applications. d. transfer current knowledge to learning of new technologies. Social & Emotional Learning SEL- 3A: Consider ethical, safety, and societal factors in making decisions SEL-3B: Apply decision-making skills to deal responsibly with daily academic and social situations Last Updated 10/28/2009 I-SAIL 143

144 I-Sail Technology Standards 144 Technology Grades 6-8: Standard 4: Appreciates literature and other creative expressions of information and pursues information related to personal interests and aesthetic growth Strives to be a competent and self-motivated reader Develops a background in types of literature and literary elements Derives meaning from information presented creatively in a variety of formats Seeks information related to personal well-being, such as career interests, community involvement, health matters, and recreational pursuits. Designs, develops and evaluates information products and solutions related to personal interests. LIBRARY BENCHMARKS OBJECTIVES ILLINOIS STATE LEARNING STANDARDS AASL STANDARDS & NETS-S A. Uses both text and visuals to understand literature B. Selects a "Just Right" book independently for personal reading C. Distinguishes between different types and elements of literature D. Analyzes and understands information presented creatively in a variety of nontextual formats E. Seeks information related to personal interests and goals F. Selects resources and materials based on need and appropriateness 1. Applies guidelines for choosing a Just Right book during literature selection 2. Reads or listens to traditional world literature/folklore (nursery rhymes, fairy tales, pourqoui tales, trickster tales, fables, tall tales, legends, myths) 3. Reads or listens to types of fiction in picture book and novel format (realistic fiction, historical fiction, fantasy, science fiction) 4. Reads or listens to nonfiction (biography, information books, English 5.A.3a Identify appropriate resources to solve problems or answer questions through research 5.A.3b Design a project related to contemporary issues (e.g., real-world math, career development, community service) using multiple sources 5.B.3a Choose and analyze information sources for individual, academic and functional purposes 5.B.3b Identify, evaluate and cite primary sources 5.C.3a Plan, compose, edit and revise documents that synthesize new meaning gleaned from multiple sources 5.C.3c Take notes, conduct interviews, organize and report information in oral, visual and electronic formats Math 8.B.3 Use graphing technology and algebraic methods to analyze and predict linear relationships and make generalizations from AASL Standards Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn Read, view, and listen for pleasure and personal growth Use social networks and information tools to gather and share information Display curiosity by pursuing interests through multiple resources Demonstrate motivation by seeking information to answer personal questions and interests, trying a variety of formats and genres, and displaying a willingness to go beyond academic requirements Recognize that resources are created for a variety of purposes Seek opportunities for pursuing personal and aesthetic growth Evaluate own ability to select resources that are engaging and appropriate for personal interests and needs Last Updated 10/28/2009 I-SAIL 144

145 I-Sail Technology Standards 145 poetry) linear patterns 5. Increases 9.A.3b Draw transformation images of figures, NETS-S understanding of with and without the use of technology 1. Creativity and Innovation literary elements of 9.C.3a Construct, develop and communicate Students demonstrate creative thinking, plot, character, logical arguments (informal proofs) about construct knowledge, and develop innovative setting, theme, point geometric figures and patterns products and processes using technology. of view 10.A.3a Construct, read and interpret tables, Students: 6. Increases graphs (including circle graphs) and charts a. apply existing knowledge to generate new understanding of to organize and represent data ideas, products, or processes. literature by 10.B.3 Formulate questions (e.g., relationships b. create original works as a means of personal participating in between car age and mileage, average or group expression. discussion (opinions incomes and years of schooling), devise and c. use models and simulations to explore & responses, conduct experiments or simulations, gather complex systems and issues. compare/contrast, data, draw conclusions and communicate 2. Communication and Collaboration inferences, results to an audience using traditional Students use digital media and environments to predictions) methods and contemporary technologies communicate and work collaboratively, 7. Reads or listens to a including at a distance, to support individual variety of authors Fine Arts learning and contribute to the learning of others. and illustrators 25.A.3e Visual Arts: Analyze how the elements Students: 8. Engages in an indepth study of an and principles can be organized to convey a. interact, collaborate, and publish with peers, meaning through a variety of media and experts, or others employing a variety of author's and/or technology digital environments and media. illustrator's body of 3. Research and Information Fluency work Students apply digital tools to gather, evaluate, 9. Gains knowledge and and use information. Students: appreciation for a. plan strategies to guide inquiry. award-winning b. locate, organize, analyze, evaluate, synthesize, literature and ethically use information from a variety 10. Responds to of sources and media. literature by c. evaluate and select information sources and participating in a digital tools based on the appropriateness to variety of activities specific tasks. such as storytelling, 4. Critical Thinking, Problem Solving, and drama, puppetry, Decision Making finger plays, songs, Students use critical thinking skills to plan and poetry, reader's conduct research, manage projects, solve theater or visual arts problems, and make informed decisions using 11. Utilizes a variety of appropriate digital tools and resources. Students: formats a. identify and define authentic problems and (magazines, books, significant questions for investigation. non-print, b. plan and manage activities to develop a electronic Last Updated 10/28/2009 I-SAIL 145

146 I-Sail Technology Standards 146 resources, newspapers) 12. Reads for pleasure, to learn and to solve information needs 13. Seeks answers to questions 14. Explores topics of interest 15. Uses libraries, library resources, the Internet, and other information sources solution or complete a project. d. use multiple processes and diverse perspectives to explore alternative solutions. 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: d. transfer current knowledge to learning of new technologies. Last Updated 10/28/2009 I-SAIL 146

147 I-Sail Technology Standards 147 Technology Grades 6-8: Standard 5: Understands and practices Internet safety when using any social electronic media for educational or leisure purposes. Practices strategies that promote personal safety and protect online and offline reputation Recognizes a variety of networked environments as public places that are governed by codes of behavior Knows how to protect electronic devices from harm in an online environment LIBRARY BENCHMARKS OBJECTIVES ILLINOIS STATE LEARNING STANDARDS AASL STANDARDS FOR THE 21ST CENTURY LEARNER Last Updated 10/28/2009 I-SAIL 147

148 I-Sail Technology Standards 148 Technology Related Standards for Grades 9-12 Last Updated 10/28/2009 I-SAIL 148

149 I-Sail Technology Standards 149 Technology Grades 9-12: Standard 1: Accesses information safely, efficiently and effectively to inquire, think critically, and gain knowledge. Recognizes the need for information Formulates questions based on information needs Identifies a variety of potential sources of information Develops and uses successful strategies for locating information Seeks information from diverse sources, contexts, disciplines and cultures LIBRARY BENCHMARKS OBJECTIVES ILLINOIS STATE LEARNING STANDARDS AASL STANDARDS & NETS-S A. Understands scope, depth and potential usefulness of more advanced, sophisticated and diverse resources B. Develops and executes successful strategies to access information to efficiently and effectively 7. Articulates an information need 8. Formulates questions to refine an information need 9. Develops purpose or thesis statement 10. Identifies potential print and/or nonprint sources of information 11. Identifies and uses various strategies and techniques to execute and refine successful searches 12. Navigates within print and electronic resources effectively and independently English 1.C.4c Interpret, evaluate and apply information from a variety of sources to other situations (e.g., academic, vocational, technical, personal) 1.C.5c Critically evaluate information from multiple sources 5.A.5a Develop a research plan using multiple forms of data 5.A.4b Design and present a project (e.g., research report, scientific study, career/higher education opportunities) using various formats from multiple sources 5.B.4a Choose and evaluate primary and secondary sources (print and non print) for a variety of purposes 5.B.4b Use multiple sources and multiple formats; cite according to standard style manuals 5.C.4a Plan, compose, edit and revise information (e.g., brochures, formal reports, proposals, research summaries, analyses, editorials, articles, overheads, AASL Standards Find, evaluate, and select appropriate sources to answer questions Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for needs, importance, and social and cultural context Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias Demonstrate mastery of technology tools for accessing information and pursuing inquiry Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts Demonstrate confidence and self-direction by making independent choices in the Last Updated 10/28/2009 I-SAIL 149

150 multimedia displays) for presentation to an audience 5.C.5a Using contemporary technology, create a research presentation or prepare a documentary related to academic, technical or occupational topics and present the findings in oral or multimedia formats 5.C.4b Produce oral presentations and written documents using supportive research and incorporating contemporary technology 5.C.5b Support and defend a thesis statement using various references including media and electronic resources Math 10.B.4 Design and execute surveys or experiments, gather data to answer relevant questions, and communicate results and conclusions to an audience using traditional methods and contemporary technology 10.B.5 Design a statistical experiment to answer a question about a realistic situation, conduct the experiment, use statistics to interpret the data, and communicate the results, individually and as members of a team Social Sciences 16.C.5B W Describe how historical trends in population, urbanization, economic development and technological advancements have caused change in world economic systems 16.D.4W Identify significant events and developments since 1500 that altered world social history in ways that persist today, including colonization, Protestant Reformation, industrialization, the rise of I-Sail Technology Standards 150 selection of resources and information Demonstrate creativity by using multiple resources and formats Maintain a critical stance by questioning the validity and accuracy of all information Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success Display emotional resilience by persisting in information searching despite challenges Respect copyright/intellectual property rights of creators and producers Follow ethical and legal guidelines in gathering and using information Contribute to the exchange of ideas within the learning community Use information technology responsibly Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary Monitor gathered information, and assess for gaps and weaknesses Seek appropriate help when it is needed. NETS-S 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: Last Updated 10/28/2009 I-SAIL 150

151 I-Sail Technology Standards 151 technology and human rights movements. a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions. d. use multiple processes and diverse perspectives to explore alternative solutions. 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. b. select and use applications effectively and productively. d. transfer current knowledge to learning of new technologies. Last Updated 10/28/2009 I-SAIL 151

152 I-Sail Technology Standards 152 Technology Grades 9-12: Standard 2: Evaluates information critically and competently to draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge Determines accuracy, relevance, and comprehensiveness Distinguishes among fact, point of view, and opinion Identifies inaccurate and misleading information Selects information appropriate to the problem or question at hand LIBRARY BENCHMARKS OBJECTIVES ILLINOIS STATE LEARNING STANDARDS AASL STANDARDS & NETS-S A. Identify main, supporting, and conflicting information using multiple sources to support interpretation or point of view. B. Critically examine and analyze relevant information from a variety of sources to discover relationships and patterns among ideas 9. Reads, views, listens to information critically 10. Applies evaluative criteria to print and/or non-print materials to determine the relative value of the information: relevancy, suitability, authority, objectivity, currency 11. Identifies information relevant and essential to the information need 12. Uses paraphrasing, highlighting or other extraction techniques or strategies to identify and record relevant information 13. Combine ideas and English 1.C.4c Interpret, evaluate and apply information from a variety of sources to other situations (e.g., academic, vocational, technical, personal) 1.C.5c Critically evaluate information from multiple sources 5.A.5a Develop a research plan using multiple forms of data 5.A.4b Design and present a project (e.g., research report, scientific study, career/higher education opportunities) using various formats from multiple sources 5.B.4a Choose and evaluate primary and secondary sources (print and non print) for a variety of purposes 5.B.4b Use multiple sources and multiple formats; cite according to standard style manuals 5.B.5b Credit primary and secondary sources in AASL Standards Use technology and other information tools to analyze and organize information Use the writing process, media and visual literacy, and technology skills to create products that express new understandings Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn Consider diverse and global perspectives in drawing conclusions Use valid information and reasoned conclusions to make ethical decisions Determine how to act on information (accept, reject, modify) Reflect on systematic process, and assess for completeness of investigation Recognize new knowledge and understanding Develop directions for future investigations. information to develop and a form appropriate for presentation or demonstrate new publication for a particular audience understanding 5.C.4a Plan, compose, edit and revise 14. Works with others to information (e.g., brochures, formal reports, Last Updated 10/28/2009 I-SAIL 152

153 I-Sail Technology Standards 153 select, organize, and integrate information and ideas from a variety of sources and formats. 15. Uses technology tools, online environments, and other collaborative tools to create and share information 16. Cites all sources used according to standard documentation formats (such as MLA or APA) proposals, research summaries, analyses, editorials, articles, overheads, multimedia displays) for presentation to an audience 5.C.5a Using contemporary technology, create a research presentation or prepare a documentary related to academic, technical or occupational topics and present the findings in oral or multimedia formats 5.C.4b Produce oral presentations and written documents using supportive research and incorporating contemporary technology 5.C.5b Support and defend a thesis statement using various references including media and electronic resources Math 7.B.4 Estimate and measure the magnitude and directions of physical quantities (e.g., velocity, force, slope) using rulers, protractors and other scientific instruments including timers, calculators and computers 9.C.4a Construct and test logical arguments for geometric situations using technology where appropriate 10.A.4b Analyze data using mean, median, mode, range, variance and standard deviation of a data set, with and without the use of technology 10.A.4c Predict from data using interpolation, extrapolation and trend lines, with and without the use of technology 10.B.4 Design and execute surveys or experiments, gather data to answer relevant questions, and communicate results and conclusions to an audience using traditional methods and contemporary technology 10.B.5 Design a statistical experiment to answer a question about a realistic situation, conduct the experiment, use statistics to interpret the data, and communicate the results, individually and as members of a NETS-S 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c. use models and simulations to explore complex systems and issues. 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. d. contribute to project teams to produce original works or solve problems. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results. 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve Last Updated 10/28/2009 I-SAIL 153

154 I-Sail Technology Standards 154 team 10.C.4b Design and conduct simulations (e.g., waiting times at restaurant, probabilities of births, likelihood of game prizes), with and without the use of technology Science 13.B.4b Analyze a particular occupation to identify decisions that may be influenced by a knowledge of science 13.B.5b Analyze and describe the processes and effects of scientific and technological breakthroughs 13.B.4c Analyze ways that resource management and technology can be used to accommodate population trends 13.B.5c Design and conduct an environmental impact study, analyze findings and justify recommendations Social Science 15.C.4B Explain the importance of research, development, invention, technology and entrepreneurship to the United States economy 15.D.5C Explain how technology has affected trade in the areas of transportation, communication, finance and manufacturing 17.C.4A Explain the ability of modern technology to alter geographic features and the impacts of these modifications on human activities 18.A.5 Compare ways in which social systems are affected by political, environmental, economic and technological changes problems, and make informed decisions using appropriate digital tools and resources. Students: a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions. d. use multiple processes and diverse perspectives to explore alternative solutions. 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. b. select and use applications effectively and productively. c. troubleshoot systems and applications. d. transfer current knowledge to learning of new technologies. Last Updated 10/28/2009 I-SAIL 154

155 I-Sail Technology Standards 155 Technology Grades 9-12: Standard 3: Uses information accurately, creatively, and ethically to share knowledge and participate ethically and productively as members of our democratic society Organizes information for practical application Integrates new information into one's own knowledge Produces and communicates information and ideas in appropriate formats Devises strategies for revising and improving process and product Practices ethical behavior in regard to information and information technology (including freedom of speech, censorship, copyright and plagiarism) LIBRARY BENCHMARKS OBJECTIVES ILLINOIS STATE LEARNING STANDARDS AASL STANDARDS & NETS-S A. Organizes and 1. Analyzes information 1.B.4b Analyze, interpret and compare a AASL Standards synthesizes and identifies topics, variety of texts for purpose, structure, Respect copyright/intellectual property information from subtopics and content, detail and effect rights of creators and producers. multiple sources relationships 1.C.4c Interpret, evaluate and apply information from a variety of sources to other literacy, and technology skills to create Use the writing process, media and visual B. Creates and 2. Organizes information in a effectively logical sequence situations (e.g., academic, vocational, products that express new understandings. communicates 3. Selects an appropriate technical, personal) Use valid information and reasoned information and ideas format for 1.C.5c Critically evaluate information from conclusions to make ethical decisions to others communicating ideas multiple sources Participate and collaborate as members of C. Understands and 4. Develops a formal 2.B.4a Critique ideas and impressions a social and intellectual network of learners. respects the concepts outline or storyboard generated by oral, visual, written and Use technology and other information tools of intellectual 5. Creates a product that electronic materials to organize and display knowledge and freedom, intellectual clearly expresses ideas 3.A.4 Use standard English to edit documents understanding in ways that others can view, property and 6. Uses appropriate for clarity, subject/verb agreement, adverb use, and assess. plagiarism resources and and adjective agreement and verb tense; Use information and technology ethically D. Applies Internet technology in creating proofread for spelling, capitalization and and responsibly. guidelines and products punctuation; and ensure that documents Participate in the social exchange of ideas, protocols as defined 7. Revises and refines as are formatted in final form for submission both electronically and in person. in the district s necessary and/or publication Practice safe and ethical behaviors in policies 8. Presents, performs or 3.A.5 Produce grammatically correct documents using standard manuscript interaction personal electronic communication and shares information and ideas successfully specifications for a variety of purposes and 9. Evaluates product or audiences NETS-S presentation 3.B.5 Using contemporary technology, produce 1. Creativity and Innovation Last Updated 10/28/2009 I-SAIL 155

156 I-Sail Technology Standards Does not plagiarize 11. Observes copyright guidelines 12. Cites print and non-print sources in a properly formatted bibliography 13. Respects intellectual freedom and recognizes various viewpoints 14. Understands and follows Internet safety guidelines in regards to social networking sites, , chat applications, bulletin boards. 15. Reports and/or avoids harassing, deceptive, fraudulent, or illegal resources and communication. documents of publication quality for specific purposes and audiences; exhibit clarity of focus, logic of organization, appropriate elaboration and support and overall coherence 3.B.4b Produce, edit, revise and format work for submission and/or publication (e.g., manuscript form, appropriate citation of sources) using contemporary technology 3.C.4a Write for real or potentially real situations in academic, professional and civic contexts (e.g., college applications, job applications, business letters, petitions) 3.C.5a Communicate information and ideas in narrative, informative and persuasive writing with clarity and effectiveness in a variety of written forms using appropriate traditional and/or electronic formats; adapt content, vocabulary, voice and tone to the audience, purpose and situation 3.C.4b Using available technology, produce compositions and multimedia works for specified audiences 3.C.5b Write for real or potentially real situations in academic, professional and civic contexts (e.g., applications, job applications, business letters, resume, petitions) 4.B.4a Deliver planned informative and persuasive oral presentations using visual aids and contemporary technology as individuals and members of a group; demonstrate organization, clarity, vocabulary, credible and accurate supporting evidence 4.B.5a Deliver planned and impromptu oral presentations, as individuals and members of a group, conveying results of research, projects or literature studies to a variety of audiences (e.g., peers, community, business/industry, local organizations) using appropriate visual aids and available technology Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. d. contribute to project teams to produce original works or solve problems. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results. 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions Last Updated 10/28/2009 I-SAIL 156

157 I-Sail Technology Standards 157.A.5a Develop a research plan using multiple forms of data 5.A.4b Design and present a project (e.g., research report, scientific study, career/higher education opportunities) using various formats from multiple sources 5.B.4a Choose and evaluate primary and secondary sources (print and non print) for a variety of purposes 5.B.5a Evaluate the usefulness of information, synthesize information to support a thesis, and present information in a logical manner in oral and written forms 5.B.4b Use multiple sources and multiple formats; cite according to standard style manuals 5.B.5b Credit primary and secondary sources in a form appropriate for presentation or publication for a particular audience 5.C.4a Plan, compose, edit and revise information (e.g., brochures, formal reports, proposals, research summaries, analyses, editorials, articles, overheads, multimedia displays) for presentation to an audience 5.C.5a Using contemporary technology, create a research presentation or prepare a documentary related to academic, technical or occupational topics and present the findings in oral or multimedia formats 5.C.4b Produce oral presentations and written documents using supportive research and incorporating contemporary technology 5.C.5b Support and defend a thesis statement using various references including media and electronic resources and/or make informed decisions. d. use multiple processes and diverse perspectives to explore alternative solutions. 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. b. select and use applications effectively and productively. c. troubleshoot systems and applications. d. transfer current knowledge to learning of new technologies. Math 7.C.4c Convert within and between measurement systems and monetary systems using Last Updated 10/28/2009 I-SAIL 157

158 I-Sail Technology Standards 158 technology where appropriate 8.B.4a Represent algebraic concepts with physical materials, words, diagrams, tables, graphs, equations and inequalities and use appropriate technology 8.D.4 Formulate and solve linear and quadratic equations and linear inequalities algebraically and investigate nonlinear inequalities using graphs, tables, calculators and computers 9.A.4b Make perspective drawings, tessellations and scale drawings, with and without the use of technology 9.A.5 Use geometric figures and their properties to solve problems in the arts, the physical and life sciences and the building trades, with and without the use of technology 9.C.4b Construct and communicate convincing arguments for geometric situations 9.C.4c Develop and communicate mathematical proofs (e.g., two-column, paragraph, indirect) and counter examples for geometric statements 9.C.5a Perform and describe an original investigation of a geometric problem and verify the analysis and conclusions to an audience 9.D.5 Analyze and solve problems involving periodic patterns (e.g., sound waves, tide variations) using circular functions and communicate results orally and in writing 10.A.4a Represent and organize data by creating lists, charts, tables, frequency distributions, graphs, scatterplots and boxplots 10.A.5 Construct a statistics-based presentation, individually and as members of a team, to communicate and justify the results of a project 10.B.4 Design and execute surveys or experiments, gather data to answer Last Updated 10/28/2009 I-SAIL 158

159 I-Sail Technology Standards 159 relevant questions, and communicate results and conclusions to an audience using traditional methods and contemporary technology 10.B.5 Design a statistical experiment to answer a question about a realistic situation, conduct the experiment, use statistics to interpret the data, and communicate the results, individually and as members of a team Science 11.A.4f Using available technology, report, display and defend to an audience conclusions drawn from investigations 11.B.5f Using available technology, prepare and present findings of the tested design solution to an audience that may include professional and technical experts 11.B.4g Using available technology, report to an audience the relative success of the design based on the test results and criteria Social Science 14.F.5 Interpret how changing geographical, economic, technological and social forces affect United States political ideas and traditions (e.g., freedom, equality and justice, individual rights) 14.F.4B Describe how United States political ideas, practices and technologies have extended rights for Americans in the 20th century (e.g., suffrage, civil rights, motorvoter registration) 16.E.5AW Analyze how technological and scientific developments have affected human productivity, human comfort and the environment 17.A.5 Demonstrate how maps, other geographic instruments and technologies are used to solve spatial problems (e.g., Last Updated 10/28/2009 I-SAIL 159

160 I-Sail Technology Standards 160 land use, ecological concerns) 17.A.4B Use maps and other geographic instruments and technologies to analyze spatial patterns and distributions on earth Social & Emotional Learning SEL- 3A: Consider ethical, safety, and societal factors in making decisions SEL-3B: Apply decision-making skills to deal responsibly with daily academic and social situations Last Updated 10/28/2009 I-SAIL 160

161 I-Sail Technology Standards 161 Technology Grades 9-12: Standard 4: Appreciates literature and other creative expressions of information and pursues information related to personal interests and aesthetic growth Is a competent and self-motivated reader Develops a background in types of literature and literary elements Derives meaning from information presented creatively in a variety of formats Seeks information related to personal well-being, such as career interests, community involvement, health matters, and recreational pursuits Designs, develops and evaluates information products and solutions related to personal interests LIBRARY BENCHMARKS OBJECTIVES ILLINOIS STATE LEARNING STANDARDS AASL STANDARDS & NETS-S A. Uses both text and visuals to understand literature B. Selects a "just right" book independently for personal reading C. Distinguishes between different types and elements of literature D. Analyzes and understands information presented creatively in a variety of nontextual formats E. Seeks information related to personal interests F. Selects resources and materials based on interest, need and appropriateness 1. Applies guidelines for choosing a just right book during literature selection 2. Reads or listens to traditional world literature/folklore (nursery rhymes, fairy tales, pourqoui tales, trickster tales, fables, tall tales, legends, myths) 3. Reads or listens to types of fiction in picture book and novel format (realistic fiction, historical fiction, fantasy, science fiction) 4. Reads or listens to nonfiction (biography, information books, poetry) 5. Increases English 1.B.5b Analyze the defining characteristics and structures of a variety of complex literary genres and describe how genre affects the meaning and function of the texts 1.C.4c Interpret, evaluate and apply information from a variety of sources to other situations (e.g., academic, vocational, technical, personal) 1.C.5c Critically evaluate information from multiple sources 1.C.4d Summarize and make generalizations from content and relate them to the purpose of the material 1.C.5d Summarize and make generalizations from content and relate them to the purpose of the material 2.A.4a Analyze and evaluate the effective use of literary techniques (e.g., figurative language, allusion, dialogue, description, symbolism, word choice, dialect) in classic and contemporary literature representing a variety of forms and media 2.B.4a Critique ideas and impressions AASL Standards Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn Read, view, and listen for pleasure and personal growth Respond to literature and creative expressions of ideas in various formats and genres Seek information for personal learning in a variety of formats and genres Use social networks and information tools to gather and share information Display curiosity by pursuing interests through multiple resources Demonstrate motivation by seeking information to answer personal questions and interests, trying a variety of formats and genres, and displaying a willingness to go beyond academic requirements Recognize that resources are created for a Last Updated 10/28/2009 I-SAIL 161

162 I-Sail Technology Standards 162 understanding of literary elements of plot, character, setting, theme, point of view 6. Increases generated by oral, visual, written and electronic materials 5.A.5a Develop a research plan using multiple forms of data 5.A.4b Design and present a project (e.g., research report, scientific study, variety of purposes Seek opportunities for pursuing personal and aesthetic growth Evaluate own ability to select resources that are engaging and appropriate for personal interests and needs. understanding of career/higher education opportunities) literature by using various formats from multiple NETS-S participating in sources 1. Creativity and Innovation discussion (opinions & 5.B.4a Choose and evaluate primary and Students demonstrate creative thinking, responses, secondary sources (print and non print) for construct knowledge, and develop innovative compare/contrast, a variety of purposes products and processes using technology. inferences, 5.B.5a Evaluate the usefulness of information, Students: predictions) synthesize information to support a thesis, b. create original works as a means of personal 7. Reads or listens to a and present information in a logical or group expression. variety of authors and manner in oral and written forms 3. Research and Information Fluency illustrators 5.B.4b Use multiple sources and multiple Students apply digital tools to gather, evaluate, 8. Engages in an indepth study of an manuals a. plan strategies to guide inquiry. formats; cite according to standard style and use information. Students: author's and/or 5.B.5b Credit primary and secondary sources b. locate, organize, analyze, evaluate, synthesize, illustrator's body of in a form appropriate for presentation or and ethically use information from a variety work publication for a particular audience of sources and media. 9. Is acquainted with 5.C.4a Plan, compose, edit and revise c. evaluate and select information sources and award-winning information (e.g., brochures, formal digital tools based on the appropriateness to literature reports, proposals, research summaries, specific tasks. 10. Responds to literature analyses, editorials, articles, overheads, 4. Critical Thinking, Problem Solving, and by participating in a multimedia displays) for presentation to an Decision Making variety of activities audience Students use critical thinking skills to plan and such as storytelling, 5.C.5a Using contemporary technology, create conduct research, manage projects, solve drama, puppetry, a research presentation or prepare a problems, and make informed decisions using finger plays, songs, documentary related to academic, technical appropriate digital tools and resources. Students: poetry, reader's or occupational topics and present the a. identify and define authentic problems and theater or visual arts findings in oral or multimedia formats significant questions for investigation. 11. Utilizes a variety of 5.C.4b Produce oral presentations and written b. plan and manage activities to develop a formats (magazines, documents using supportive research and solution or complete a project. books, non-print, incorporating contemporary technology c. collect and analyze data to identify solutions electronic resources, 5.C.5b Support and defend a thesis statement and/or make informed decisions. newspapers) using various references including media d. use multiple processes and diverse 12. Reads for pleasure, and electronic resources perspectives to explore alternative solutions. to learn and to solve 5. Digital Citizenship information needs Math Students understand human, cultural, and 13. Seeks answers to Last Updated 10/28/2009 I-SAIL 162

163 questions 14. Explores topics of interest 15. Uses libraries, library resources, the Internet, and other information sources 16. Is introduced to a variety of formats (magazines, books, non-print, electronic resources, newspapers) 8.B.4a Represent algebraic concepts with physical materials, words, diagrams, tables, graphs, equations and inequalities and use appropriate technology 8.D.4 Formulate and solve linear and quadratic equations and linear inequalities algebraically and investigate nonlinear inequalities using graphs, tables, calculators and computers 9.A.4b Make perspective drawings, tessellations and scale drawings, with and without the use of technology 9.A.5 Use geometric figures and their properties to solve problems in the arts, the physical and life sciences and the building trades, with and without the use of technology 10.A.4a Represent and organize data by creating lists, charts, tables, frequency distributions, graphs, scatterplots and boxplot 10.A.5 Construct a statistics-based presentation, individually and as members of a team, to communicate and justify the results of a project Fine Arts 26.B.4bDrama: Create and perform an ensemble drama or theatre scene using research, collaboration, characterization and staging in combination with aural and visual technologies (e.g., video, lights, sets, costumes, makeup, sound, props) I-Sail Technology Standards 163 societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. b. select and use applications effectively and productively. Last Updated 10/28/2009 I-SAIL 163

164 I-Sail Technology Standards 164 Technology Grades 9-12: Standard 5: Understands and practices Internet safety when using any social electronic media for educational or leisure purposes. Practices strategies that promote personal safety and protect online and offline reputation Recognizes a variety of networked environments as public places that are governed by codes of behavior Knows how to protect electronic devices from harm in an online environment LIBRARY BENCHMARKS OBJECTIVES ILLINOIS STATE LEARNING STANDARDS AASL STANDARDS FOR THE 21ST CENTURY LEARNER Last Updated 10/28/2009 I-SAIL 164